Middle/Senior School - The Thread.

Transcription

2015-16
Middle/Senior School
- HANDBOOK-
Page 1 | 2015-16 Middle/Senior School Handbook
VISION
BSS WILL BE AN INSPIRATIONAL FORCE
FOR WOMEN TO REACH THEIR FULL
POTENTIAL AS TRANSFORMATIVE LEADERS.
OUR MISSION
Founded in 1867, BSS is a Canadian independent school for girls
whose mission is to provide each student the opportunity to develop
her unique voice, confidence and sense of purpose by:
Exceptional teachers delivering an outstanding academic program;
Creating an environment that celebrates innovation;
Specializing in the learning needs of girls with an approach that
integrates each student’s intellectual, emotional, social,
spiritual, physical and ethical growth.
OUR VALUES
PURSUE EXCELLENCE
Strive to be the best in all that we do.
TAKE RISKS
Be willing to take risks, challenge convention and support a
nurturing environment where it’s safe to fail.
BE CREATIVE
Look at a challenge from all angles and fearlessly explore.
LEARN FROM OUR DIFFERENCES
Celebrate the unique voice in all individuals to expand our worldview.
HONOUR OUR HERITAGE
Honour the past, live in the present, own the future.
EMBRACE CHANGE
Embrace change and uncertainty in order to grow.
BE CURIOUS
Live with a thirst for learning.
TABLE OF CONTENTS
DAY MAJOR DATES 5
CODE OF CONDUCT 63
BOARDING MAJOR DATES
7
STANDARDS OF BEHAVIOUR 66
IMPORTANT TELEPHONE NUMBERS
10
ACADEMIC SUCCESS
74
ATTENDANCE
76
SCHOOL DAY PROCEDURES 80
BOARDING AT BSS
GENERAL INFORMATION
15
CAMPUS SAFETY, EMERGENCY
RESPONSE & PERSONAL SAFETY ASSESSMENT, EVALUATION &
28
TUTORS AND SPECIAL
REPORTING
82
UNIFORM
91
OPPORTUNITIES
34
BALANCED, APPROPRIATE &
WELLNESS CENTRE
35
SAFE USE OF TECHNOLOGY 95
EXTRA CHARGES
41
HARMFUL SUBSTANCES POLICY
104
SCHOLARSHIPS & AWARDS
46
GETTING INVOLVED
111
STUDENT LEADERSHIP
118
BSS PHILANTHROPY &
ALUMNAE RELATIONS
58
STUDENT LIFE@BSS
121
MINISTRY OF EDUCATION 60
SERVICE LEADERSHIP@BSS 142
COMMUNITY VOICES@BSS 144
NOTES:
• Dates in bold letters are common dates with the BSS Junior School
• Wednesdays are early leaving days for Grades 9 to 12. Classes dismissed at 2:30 pm.
• Friday mornings are late start for all Grade 7 to 12 students. Classes start at 9:15 am.
DAY SCHOOL MAJOR DATES 2015-16
2015
September
5
7
9
10
Boarding Council returns
New Boarders arrive (8:30 am)
Returning Boarders arrive (2:00 pm)
School Begins
October
9 to 12
13
Thanksgiving Weekend (no classes) Boarding is open
Classes resume
November
12
13
13 to 16
16
17
Boarding closes at 7:00 pm
Professional Development Day (no classes)
Fall Mid-Term Break - Long Weekend (no classes)
Boarding re-opens at 5:00 pm
Classes resume
December
17
17
Classes end at 3:30 pm / boarders leave by 7:00 pm
Boarders with airline tickets for December 18 may stay
18
December Holidays begin (Boarding closes at noon)
4
4
5
Professional Development Day (no classes)
Classes resume
overnight
2016
January
February
March
11
12 to 15
15
16
10
10
11
11-28
28
29
(SUBJECT TO CHANGE)
Boarding closes at 7:00 pm
Winter Mid-Term Break - Long Weekend (no classes)
Classes resume
Classes end at 3:30 pm / boarders leave by 7:00 pm
Boarders with airline tickets for March 11 may stay overnight
Boarding closes at noon
March Break (Easter Long Weekend, March 25-28)
Classes resume
May
20 to 23
24
24
30
Victoria Day Weekend (no classes) Boarding is open
Classes resume
Closing Chapel
Final Evaluations Begin
June
14
15
16
Middle School Closes
Senior School Closes
Boarding closes at noon (Grade 12 boarders stay with
parents/Supporters)
Graduation
17
BOARDING MAJOR DATES 2015-16
(SUBJECT TO CHANGE)
2015
September
5
7
9
10
11
12
16 to 18 October 9 to 12
13
Boarding Council returns (meeting 9:00 pm)
New Boarders arrive (8:30 am) Move in
and Orientation begins
Returning Boarders arrive (2:00 pm)
School Begins (first day of classes)
House Games (5:00 – 9:00 pm) mandatory
Community Event (8:00 am – 5:00 pm) mandatory
Grade Trips (some will be overnight/see
The Thread for details)
November Fall Mid-Term Break begins after school, Boarding CLOSES at 7:00 pm
Classes resume
12
16
17
Thanksgiving Weekend (no classes) Boarding is OPEN
Classes resume
December 7
Boarder’s Holiday Banquet (mandatory)
17
December Holidays begin after school, Boarders leave by 7pm
Note: only boarders holding airline tickets for December
18 may stay in boarding overnight – Boarding CLOSES
at Noon on December 18
(SUBJECT TO CHANGE)
2016
January
4
5
15
16
Classes resume
Community Event (8:00 am – 5:00 pm) mandatory for all boarders
February
11
Winter Mid-Term Break begins after school,
Boarding CLOSES at 7:00 pm
Classes resume
15
16
March
10
28
29
31
May
6
7
16
20-23
24
30
March Break begins after school, Boarders leave by 7pm
Note: only boarders holding airline tickets for March 11 may
stay in boarding overnight – Boarding CLOSES at Noon on
March 11.
Classes resume
OSSLT test (mandatory for Grade 10)
DREAM (8:00 am – 5:00 pm) mandatory
Boarders’ Banquet (5:00 – 9:00 pm) year
end celebration (mandatory)
Victoria Day Long Weekend (no classes) Boarding is OPEN
Classes resume Final Evaluations begin / Boarding Quiet Hours protocols begin
(SUBJECT TO CHANGE)
2016
June
6
Grade 9-12 Exams begin / Boarding Exam Routines
and Quiet Hours protocols
14
Last day of classes for Middle School / final
conflict exams for Grade 9-12
15
Evaluation Return Day (10:00 am – 2:30 pm)
Most Grade 9-12 boarders move out 24 hours after last exam
and stay with Supporters until flight or Exam Return Day.
Boarders who stay past their last exam are required to continue to follow all Exam and Quiet Hours protocols as other
girls are still writing exams. Boarders who do not comply
with these rules will be required to have their Supporter pick
them up immediately.
16Boarding CLOSES at Noon /Gr.12 stay with parents/
Supporters until Graduation
17
Graduation
Summer Storage: Boarders who will be returning next year may store a maximum of
two (2) items in Boarding over the summer (one suitcase and one bin), all other items
must be stored at their Supporter’s home. Items left behind (not in suitcase or bin)
will be donated to charity. See Boarding Handbook for full details of Boarding rules
and routines.
IMPORTANT TELEPHONE NUMBERS
The Bishop Strachan School Head of School
Executive Assistant to Head of School
Principal, Senior School
Executive Assistant to the Principal,
& Senior School Office Manager
Principal, Middle School
Administrative Assistant, Middle School
Vice Principal, Academic Administration Vice Principal, Curriculum
Vice Principal, Student Life Senior School Attendance Middle School Attendance
Boarding Office
Dean of Boarding
Student Recruiting Office
Director of Student Recruiting Service Learning
Assistant Head, Finance and Facilities Student Accounts Facilities
Housekeeping
Assistant Head, Technology and Innovation
IT Helpdesk
416-483-4325
ext. 1200
ext. 1180
ext. 1150
ext. 1164
ext. 1780
ext. 1750
ext. 1930
ext. 1110
ext. 1111
ext. 1162
ext. 1750
ext. 3310
ext. 5658
ext. 1220
ext. 1221
ext. 2400
ext. 4205
ext. 4201
ext. 4240
ext. 4200
ext. 2330
ext. 3333
IMPORTANT TELEPHONE NUMBERS continued
Director of Community Relations The Office of Philanthropy and Alumnae Relations
Executive Director, The Office of Philanthropy
and Alumnae Relations
Student Services
Wellness Centre
Chaplain
Senior School Fax
Boarding Fax
ext. 1240
ext. 1841
ext. 1840
ext. 1260
ext. 6350
ext. 1050
416-481-5632
416-483-7528
School-Wide Crisis Plan
BSS has a detailed crisis plan. In the very rare event that School power is out,
instructions can be accessed through www.bssemergency.on.ca.
Who to call when...
• When you’re concerned about academics, call the course teacher first.
• When your daughter is truggling with a social/emotional/medical issue,
call her counsellor.
• When yoiur daughter will have an extended absence while school is in session,
call the V.P. Student Life.
• When your daughter is not involved in school life, call her TAG teacher.
MOTTO, COLOURS, PRAYER
The School Motto
In cruce vinco
(Translation: In the Cross I conquer)
The School Colours: Burgundy, Grey and White
The School Prayer
Vouchsafe, we beseech thee, merciful Lord,
to prosper with thy blessing
this school with all present and former
members of the same and all institutions
designed for the promotion of thy glory
and the good of souls. Grant that all
who serve thee here may set thy Holy
will ever before them and do that which
is well pleasing in thy sight and persevere
in thy service unto the end – through our
Lord and Saviour Jesus Christ.
Amen.
THE SCHOOL HYMN
GaudeamusTranslation
Gaudeamus, gaudeamus,
Let us rejoice, let us rejoice,
Gratias Domino agamus
Let us give thanks to the Lord
Laetis in sollemnibus.
in joyful rites.
Deum strenue laudemus,
Let us praise God vigorously
Eius gloriam cantemus,
Let us sing (of ) His glory
Voce et in cordibus.
In voice and in our hearts.
Gaudeamus, gaudeamus
Let us rejoice, let us rejoice
Gratias cordibus agamus,
Let us give thanks in our hearts
Festa die, Domino,
on this holy day, to the Lord.
Concinentes, iubilantes,
Singing together, rejoicing,
Exardentes, adorantes,Glowing, adoring,
Canimus in cantico.
We sing in (this) song.
THE HISTORY OF BSS
The Bishop Strachan School (BSS) was founded in 1867 by a group of Anglican
clergy and laymen who believed that girls should have an opportunity for a first-class
education. Today, both students and staff reflect a wide variety of faiths and cultures. At
BSS we value diversity and inclusion as essential components in furthering our vision
and mission.
Named after the first Anglican Bishop of Toronto, Bishop John Strachan, the School
opened with an enrolment of about 40 girls. It moved several times, finally coming to
its present location in 1915. The Chapel and the original Junior School opened in 1932;
the gymnasium and additional classrooms were opened in 1967. Science labs were
completely rebuilt in 1982, and the new theatre and library wing were opened in 1988.
The Junior School and Athletics complex was opened in 2004. In March 2007 the
Student Centre opened to the delight of the students. The bright, warm atmosphere in
the Student Centre provides students with a place to relax, eat and work. The Learning
Commons opened as a newly refreshed space in early 2009. It is a comfortable and
welcoming place where both teachers and students can work, research and collaborate,
or read and relax.
BOARDING AT BSS
BSS offers a home away from home for approximately 80 girls (Grades 7-12) from all
parts of Canada and around the world. Our Boarding facilities are located in the heart
of the school. Most girls share a double or triple room, which they decorate with their
own personal touches. Each floor has a Common Room with a TV and comfortable
chairs.
Six full-time Boarding Staff members live on site: the Dean of Boarding (who oversees
the program), two Boarding Program Co-ordinators (who oversee Grade 7-9 and Grade
10-12 respectively), and three Boarding Advisors. Assisting our regular Boarding Staff,
we have a part-time Wellness Program Co-ordinator, a full-time Director of Boarding
Academics and a full-time Boarding Program and Administrative Co-ordinator.
The Boarding curriculum embraces an authentic understanding of the world we live in
and provides opportunities for anticipated learning outcomes. As a sustainable school,
the Boarding Curriculum is based on Wellness, Exploration, Leadership and Diversity
(WELD), and offers many activities beyond the core curriculum to expand the school
experience so that each student has an opportunity to embrace a better understanding
of learning. The Boarding Curriculum is incorporated into the program formally every
Monday evening and during Community Weekends.
TEMPORARY BOARDING AND EXTENDED
DAY PROGRAM
Day students (Grade 7-12) are welcome to stay in Boarding for any length of time as
a temporary Boarder. Both programs include meals, access to a room with a bed and
computer access, supervised study, recreational activities available to boarders and
special outings (sometimes at extra cost). We encourage Day students to participate
in these programs, and requests are subject to the availability of space. The cost for the
Temporary Boarder Program is $110 per day or $700 per week. Contact the Boarding
Office at ext. 3310 or email boarding@bss.on.ca for further information.
HOUSES AT BSS
In order to create a more intimate atmosphere that fosters relationships, BSS has a
system of houses, each of which has about 60 students assigned to it.
Belonging to a House gives students the opportunity to informally interact with
students in other grades throughout the year. As well, Teacher Advisor Groups (TAG)
are formed in grade 9 and are organized by house. TAG advisors are attached to the
same House as their advisees.
There are 12 Houses in the Senior School (listed on Page 8), each with its own colour
and mascot. Before our system of Houses, there used to be eight teams in the Senior
School that were named after Greek letters (Alpha, Delta, Epsilon, Gamma, Kappa,
Lambda, Sigma and Theta). This system was changed in 1971 and the Houses were
named to recognize and honour contributions of certain individuals to the school
community. Students are generally assigned to the same House for their entire time at
BSS. An effort is made to ensure students are in the same House as their sisters, mother,
or any other relative who attended BSS.
Houses compete in several areas, collecting points for their House throughout the
year. Activities such as House Games and House Debates take place during lunch hour.
Houses also compete against each other on Crazy Sports Day. At the closing assembly,
the House with the most points is awarded the Cadbury-Bell Cup.
CADBURY-BELL CUP
The Bishop Strachan School Team Trophy was donated in 1954 to reward participation
in a range of Middle and Senior School activities involving athletics, leadership and clubs.
In May 2014, it was presented by the House Captain to Macnaughton House at a special
House Assembly.
The Cadbury-Bell Cup is awarded to the House that accumulates the most points throughout the year. Individual points are given for participation in a variety of school activities.
For example, individuals can earn up to five points for being a member of the Senior Choir,
four points for being on a team, three points for any leadership position (from being an
Ambassador to being a House Communications Co-ordinator), and one or two points for
being a member of a club. As well, event points are given for House competitions such as
Crazy Sports Day, House Debates and House Games.
HouseColour (s)Room Number
Acres
Black and White
234
DupontPurple230
GrierRed204
GriffithEarth Tones209
LamontSilver and Gold205
LangtryYellow237
MacnaughtonPink241
MarlingNavy Blue226
NationPale Blue238
PyperPlaid121
RosseterOrange223
WalshGreen231
CHAPEL
Students in Grades 7-12 are expected to attend Chapel on assigned days except when in
TAG (explained below). Chapel services include important school announcements and
celebrations of individual and community achievements, as well as a time for reflection
at the beginning of each day.
The Chapel is used for weddings and other Anglican services. Confirmation is
available for any students, staff or faculty in April. Confirmands will attend weekly classes
beginning in January. For more information, contact Rev. Cathy Gibbs, Chaplain, at
ext. 1050.
TEACHER ADVISOR GROUPS (TAG)/HOMEROOM
To provide our students with additional support in Grades 9-12, we have Teacher
Advisor Groups (TAG). Students in Grade 7and 8 are part of a homeroom.
TAG
The purpose of TAG is to build community and provide an opportunity for students
to develop trusting relationships with faculty and staff. Upon beginning their senior
school career at BSS, students are assigned to a staff member who will be their advisor. In order to build a solid relationship between the students and their advisors,
the girls have the same advisor throughout their time at BSS. This program fosters
important relationships between each student and her advisor and instills a sense
of pride and an appreciation of students’ accomplishments over their time at BSS.
The role of the advisor is:
• to help the students reflect on their activities, both academic and co-curricular.
• to help students set goals for the present and the future.
• t o monitor the girls’ progress in community service activities and leadership skill development.
• to act as a liaison with subject teachers, student services counsellors, co-curricular
activity staff advisors and parents.
• to be an advocate for their students.
Students in Grades 9-12 meet with their advisor once per week, in a group setting,
to discuss and complete activities relating to a number of important topics. Curriculum has been established for this program whose focus has been designed to meet the
particular needs of BSS students at each grade. In addition, students meet on an
TEACHER ADVISOR GROUPS (TAG)/HOMEROOM
Homeroom
Grade 7 girls have four designated times in the week when they meet with their
homeroom achers, while students in Grade 8 meet with their homeroom teacher
twice per week. During these sessions teachers guide students through social-emotional
aspects of their lives and help support their personal growth, particularly around the
attributes in the Signature of a BSS Girl as well as developing core values such as respect,
responsibility, and compassion.
GRADE 7 DAILY SCHEDULE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8:30 to 8:45 am
Homeroom
--------------------------8:50 to 9:10
Chapel
8:30 to 9:45 am
Core Subjects
8:30 to 9:15 am
Homeroom
8:35 to 9:10 am
Homeroom
9:15 to 10:05 am
Specialist Classes
9:15 to 10:30 am
Core Subjects
9:45 to 10:30 am
Week A:
Extended House
Week B: Homeroom
10:30 to 10:45 am
REC
10:30 to 10:45 am
REC
9:15 to 10:05 am
Core Subjects
--------------------------10:05 to 10:20 am
REC
--------------------------10:20 to 11:10 am
Core Subjects
9:15 to 10:05am
Specialist Classes
--------------------------10:05 to 10:20 am
REC
--------------------------10:20 - 11:10 am
Specialist Classes
10:45 to 12:00 pm
Core Subjects
10:45 to 12:00 pm
Core Subjects
12:00 to 1:00 pm
LUNCH
12:00 to 1:00 pm
LUNCH
12:00 to 1:00 pm
LUNCH
1:00 to 1:50 pm
Specialist Classes
1:00 to 1:50 pm
Specialist Classes
1:00 to 1:50 pm
Core Subjects
11:10 am to 12:00 pm 11:10 am to 12:00 pm
Core Subjects
Specialist Classes
1:50 to 2:40 pm
Specialist Classes
1:50 to 2:40 pm
Specialist Classes
1:50 to 2:40 pm
Specialist Classes
2:40 to 3:30 pm
Specialist Classes
2:40 to 3:30 pm
Specialist Classes
2:40 to 3:30 pm
Specialist Classes
12:00 to 1:00 pm
LUNCH
10:05 to 10:55 am
Specialist Classes
10:55 to 11:10 am
REC
11:10 to 12:00 pm
Specialist Classes
12:00 to 1:00 pm
LUNCH
1:00 to 2:05 pm
Core Subjects
1:00 to 2:15 pm
Core Classes
2:15 to 3:30 pm
Core Classes
2:05 to 3:10 pm
Core Subjects
3:10 to 3:30 pm
Homeroom
GRADE 8 DAILY SCHEDULE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
8:30 to 8:45 am
Homeroom
--------------------------8:50 to 9:10
Chapel
8:30 to 9:30 am
Specialist Classes
8:30 to 9:20am
Specialist Classes
8:30 to 9:10 am
Homeroom
FRIDAY
9:15 to 10:30 am
Core Subjects
9:15 to 10:05 am
Specialist Classes
9:30 to 9:45 am
REC
8:40 to 9:20 am
Homeroom
--------------------------9:20 to 10:10 am
Core Subjects
10:05 to 10:20
REC
9:45 to 10:30 am
Week A:
Extended House
Week B: Homeroom
10:10 to 10:25 am
REC
10:30 to 10:45 am
REC
10:30 to 10:45 am
REC
10:20 to 11:10 am
Specialist Classes
10:30 to 11:20 am
Specialist Classes
10:25 to 11:15 am
Specialist Classes
--------------------------11:15 to 12:05 pm
Core Subjects
10:45 to 12:00 pm
Core Subjects
10:45 to 12:00 pm
Core Subjects
11:10 to 12:00 pm
Specialist Classes
11:20 to 12:10 pm
Specialist Classes
12:05 to 1:00 pm
LUNCH (55)
12:00 to 1:00 pm
LUNCH
12:00 to 1:00 pm
LUNCH
12:00 to 1:00 pm
LUNCH
12:10 to 1:00 pm
LUNCH (50)
1:00 to 1:50 pm
Core or Specialist
Classes
1:00 to 1:50 pm
Specialist Classes
1:00 to 1:50 pm
Specialist Classes
1:00 to 2:15 pm
Core Subjects
1:00 to 2:15 pm
Core Subjects
1:50 to 2:40 pm
Core or Specialist
Classes
1:50 to 2:40 pm
Specialist Classes
1:50 to 2:40 pm
Specialist Classes
2:15 to 3:30 pm
Core Subjects
2:15 to 3:30 pm
Core Subjects
2:40 to 3:30 pm
Core Subjects
2:40 to 3:30 pm
Specialist Classes
2:40 to 3:30 pm
Specialist Classes
9:10 to 10:30 am
Core Subjects
SENIOR SCHOOL DAILY SCHEDULE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8:25 to 9:45 am
Period 1
8:25 to 9:45 am
Period 1
8:25 to 9:45 am
Period 1
8:25 to 9:45 am
Period 1
8:00 to 9:15 am
Teacher Meeting
Time**
9:45 to 10:30 am
House/Chapel
9:45 to 10:30 am
Week A:
Extended House
Week B: TAG
9:45 to 11:00 am
Period 2
9:45 to 10:30 am
House/Chapel
9:15 to 10:30 am
Period 1
10:30 to 10:45 am
REC
10:30 to 10:45 am
REC
11:00 to 11:15 am
REC
----------------------11:15 to 12:30 pm
Period 3
10:30 to 10:45 am
REC
10:30 to 10:45 am
REC
10:45 to 12:00 pm
Period 2
10:45 to 12:00 pm
Period 2
12:30 to 1:15 pm
LUNCH
10:45 to 12:00 pm
Period 2
10:45 to 12:00 pm
Period 2
12:00 to 1:00 pm
LUNCH
12:00 to 1:00 pm
LUNCH
1:15 to 2:30 pm
Period 4
12:00 to 1:00 pm
LUNCH
12:00 to 1:00 pm
LUNCH
1:00 to 2:15 pm
Period 3
1:00 to 2:15 pm
Period 3
1:00 to 2:15 pm
Period 3
1:00 to 2:15 pm
Period 3
2:15 to 3:30 pm
Period 4
2:15 to 3:30 pm
Period 4
2:15 to 3:30 pm
Period 4
2:15 to 3:30 pm
Period 4
Activity Time
• Athletics
• Arts
• Service
** Classes begin on Fridays at 9:15 am. Supervision is available in the Learning Commons beginning at 8:00 am.
Students must sign in at the Front Reception Desk if they arrive at school before 9:00 am on Fridays.
COMMUNICATION WITH OUR COMMUNITY
We believe in open communication with our community and regular information
sharing. There are a number of different communication tools you can use to access
information about the school, our programs and day-to-day events throughout the year.
News You Can Use
Our primary method of communication with parents is News You Can Use, a weekly
email newsletter we encourage parents to read thoroughly as it includes time-sensitive
updates. The Middle and Senior School News You Can Use is emailed every Friday.
The Thread
The Thread is the BSS community’s password-protected website that provides parents,
alumnae, students and staff with tailored information from BSS in a straightforward
format. It has many helpful and informative resources and documents, such as individual program highlights, calendars, news and updates, and blogs.
Parents should check The Thread often to keep informed of relevant information such
as major dates, school event listings, curriculum highlights, trip info, student service
resources, forms and student life updates.
Steps for accessing The Thread
1. Go to thethread.bss.on.ca. The login screen will appear.
2. Enter your User ID and Password, provided by BSS.
3. Click on Login.
COMMUNICATION WITH OUR COMMUNITY continued
If you have questions or require more information about The Thread, please contact the
Database Office at 416-483-4325, ext. 1890.
The Website and Social Media
The BSS website is updated on a regular basis and is a great source of information about
life at BSS. It includes program overviews, BSS news, events, publication and archival
information. Also join us on social media:
@bishopstrachan
facebook.com/thebishopstrachanschool
linkedin.com/company/the-bishop-strachan-school
vimeo.com/bssvideo
Letter from Deryn
Four times during the school year, Head of School Deryn Lavell reaches out by email to
the whole community to share her thoughts about life at BSS, the Culture of Powerful
Learning and issues around girls’ education.
The Link
Published bi-annually in spring and fall, The Link is a community-wide magazine featuring BSS thought-leaders and industry experts on current trends in education and
spotlights the innovative teaching and learning that goes on in and outside the school.
The magazine offers a variety of stories, including the latest on student life, programand
community spotlights, Old Girl News and much more, and is circulated on campus and
COMMUNICATION WITH OUR COMMUNITY continued
to the BSS community. Current and back issues are available online at bss.on.ca/thelink or
by requesting a hard copy from the Communications Department (email Yael Jimenez
at yjimenez@bss.on.ca.)
Face - To - Face
At BSS, we believe in open and regular communication with our community. In addition to opportunities to visit the school throughout the year for events, performances
and parent/teacher interviews, there are a number of informal meetings that take place
on a regular basis that parents are welcome to attend. In the Loop meetings are held
throughout the year to keep parents informed of the activities and events taking place
in the school. See The Thread for more details and dates.
CAMPUS SAFETY, EMERGENCY RESPONSE
AND PERSONAL SAFETY
Fire Safety
The school holds six fire drills throughout the school year. The intent is to prepare the
students in case a real emergency occurs. Whenever the fire alarm system is activated,
the following measures are to be taken:
a. E
vacuate the building immediately as directed by teachers. Do not delay leaving in
order to carry out personal property. If on a spare, go immediately to the front circle
of the school.
b. Close room windows and turn on lights.
c. Leave room door closed but unlocked.
d. Proceed to the designated area for attendance at the front circle of the school using
the route indicated in each room of the school. Line up in House groups.
e. Leave the building as quickly as possible. Do not rush. Walk. Do not run.
f. Do not re-enter a burning building.
Campus Evacuation
There may be a requirement for the school to be evacuated to a secondary location.
Some possible reasons to evacuate the school may be a gas leak on or near campus or
some other reason that affects the safety and security of faculty, staff and students.
1. In
the case of an evacuation, the following announcement will be made:
“ATTENTION, ATTENTION. This is a Bishop Strachan School emergency. The
school will now be evacuated to UCC/Grace Church (the decided evacuation location).
AND PERSONAL SAFETY continued
2. S tudents will follow the direction of the teacher or supervisor to evacuate either
to Grace Church or Upper Canada College. If on a spare, students will follow the
directions to evacuate to the designated area.
3. Once the evacuation destination has been reached, students will sit in House groups
in the designated area.
Campus Shelter in Place, Hold And Secure, and Lockdown
There are three categories of lockdowns: Shelter in Place, Hold and Secure and Lockdown. Instructions for these three categories of lockdowns can be found on the 911
sign located in every classroom and space in the school.
Shelter in Place: Issued when there is an external environmental threat that usually
involves an airborne threat such as smoke, gas or noxious fumes. During a Shelter in
Place, students will be brought into the school, doors and windows will be secured and
regular activities will continue within the building. An ‘All Clear’ announcement will
end a Shelter in Place.
Hold and Secure: Issued when there is an external environmental threat that usually involves a danger in the neighbourhood. Students will be brought into the school,
external doors and windows are secured and regular activities continue within the
building. An ‘All Clear’ announcement will end a Hold and Secure.
AND PERSONAL SAFETY continued
Lockdown: Issued when there is an internal threat or anticipated threat made to life,
security or property within the school. All windows and doors will be secured.
Everyone in the building is to hide away from windows and doors and remain as quiet as
possible. Students outside the supervision of a teacher should find a safe and quiet
hiding place as quickly as possible and remain hidden until the ‘All Clear’ is given.
BOOKS, SECURITY, ITEM DROP-OFF, LOCKERS
Books
Textbooks can be ordered online through the Online Bookstore on the Senior School
page of The Thread. New and used textbooks are available for purchase.
Security – Personal belongings
Students are not allowed to leave bags unattended anywhere within the school,
especially in the corridors or front hall (Fire Code violation). Personal belongings must
be kept in locked lockers.
Item Drop-Off
It is the responsibility of each student to come to school fully prepared with any items
required for the day. Parents are discouraged from dropping off items such as lunches,
articles of clothing, sports equipment, instruments or books as it is difficult for us to
accommodate such items. Should it be necessary to drop something off, please be aware
that items must be signed in at the Lonsdale Road Reception Desk for Senior School
students or the Middle School Office at the Warren Road entrance for Middle School
students. Any lunches will be discarded at 3:45 pm daily for health and safety reasons.
Lockers
It is the responsibility of each student to ensure that her locker is kept locked at all
times. Each student is responsible for the care and condition of her own locker. Lockers
will be randomly assigned to students with a lock attached and combinations issued.
Students will be charged $35 should the need arise to replace their lock.
LOCKERS, LOST ARTICLES
Lockers must be emptied before December holidays, March Break and at the end of the
academic year. Students should not tell other students their lock combination. Willful
damage and defacing of lockers, or of any other school property, will be charged to the
student. The exterior of lockers must be kept clean and clear at all times.
Lost Articles
• It is the responsibility of each student to keep all valuables locked in her locker. The
school is not responsible for lost articles. Nothing should be left in classroom desks,
in the gym, swimming pool or locker rooms. Articles of clothing, shoes, runners and
ties must be marked with the student’s name. Parental help here is essential.
• The Burgundy Boutique is the caretaker of “lost uniform” articles. Every night all lost
articles are dropped off at the Burgundy Boutique. The Burgundy Boutique is open
from 8:00 to 8:45 am Monday to Thursday. These hours of operation enable students
and parents to pick up any lost articles at their convenience. Other lost items such
as water bottles and lunch bags will be taken to Housekeeping; students can retrieve
these items by contacting Housekeeping.
• Glasses, money or valuables are turned in to the Vice Principal, Student Life, or to
Middle School reception. Students should not bring large sums of money to school.
Wallets and iPods and other expensive electronic equipment should be safely locked
away and not left unattended in school bags, at any time.
PARKING, MEALS, AFTER-HOURS
Parking
There is absolutely no parking for students on the school property. If students require
parking maps for the area around the School they can ask for one in the Senior School
Front Office.
Meals
• Food for lunch and snack is available in the Student Centre and The Hub.
• Breakfast is available daily in the Student Centre from 7:10 to 8:20 am.
• Students are also welcome to eat in the Dining Room for lunch or dinner. Student
PINs are required so that the charges will appear on the student’s account. Their
accounts will be charged $8 for lunch and $9 for dinner. The student should call
or email the Food Services Department and the Boarding Office to let them know
when she plans to come to dinner. Food Services contact is ext. 4260 or dhuntley@
bss.on.ca and Boarding contact is boarding@bss.on.ca
• Student PINS are required to make any purchase from The Hub, Dining Room
or Student Centre. If a student forgets her PIN she can ask for it in the Middle or
Senior School Front Office.
Staying After Hours
All day students are expected to leave the school by 5:30 pm unless supervised by a
member of faculty or staff in a recognized school activity or by advance arrangement
with the Boarding staff.
TUTORS AND SPECIAL OPPORTUNITIES
The Student Services Department is frequently asked for recommendations about a
variety of opportunities that include summer credit and non-credit programs, and other enrichment activities. While we are happy to make this information available, please
realize that it is the responsibility of the parent/guardian to determine the reputability
of the organization and to determine if the organization is a good fit for their child.
Student Services also provides the names of individual tutors and tutoring agencies.
Anyone whom we will recommend will have given us proof of a valid police check.
Other than a select few former BSS teachers and known agencies, we do not recommend any one tutor over the other, nor endorse any particular agency.
The process for finding a tutor is a serious one and should involve both the student’s
counsellor and the subject teacher. We recommend that students looking for a tutor
begin by meeting with their Student Services Counsellor. We usually provide two or
three names from our database so that the student and her parent/guardian may choose
the most suitable tutor. Our office can provide copies of resumes, cover letters and
Police Reference Checks in hardcopy to facilitate the parent/guardian’s selection
process. We highly recommend that an interview take place before making a decision
and that the parent/guardian follow up interviewing any referees requested.
Before students decide to work with a tutor the following should be considered:
• Think about goals for the course. Knowing what they are, and being realistic, sets
students up for success.
• Talk to the subject teacher about concerns and strongly encourage your daughter to
TUTORS continued , WELLNESS CENTRE
attend extra help sessions/tutorial centre/LRC before engaging with a tutor.
• Talk to the counsellor about concerns. Ask if she has suggestions.
• If a student decides to use a tutor, be sure to connect her tutor to her subject teacher
so that the tutor can better understand the student’s needs. Tutors should expect to
remain in regular contact with the subject teacher.
If the student is a boarder, her Family Advisor should act in conjunction with her parent
in vetting potential tutors.
Once a tutor has been selected, BSS offers limited spaces before school, during school
and after school for these meetings. Tutors entering the building will need to check in
with security at the Lonsdale Road Reception. Students who have arranged a tutor
outside our database will need to make sure to provide a Police Reference Check to us
before the tutor is allowed to enter the building. Please note that students should not
arrive at school earlier than 7:15 am as there is no supervision available prior to this
time.
Wellness Centre
A registered nurse is on duty in the Wellness Centre, now located in Room 635 (on
the lower level beside our Fitness Studio), from 7:15 am to 7:00 pm, Monday to Friday.
During the day, it is important that students report to the Wellness Centre when feeling
unwell. This is particularly important if a class is missed due to illness, and/or before
leaving the school due to illness. Prior to reporting to the Wellness Centre, students
MENTAL HEALTH, ALLERGIES
should obtain a Wellness Centre note from their classroom teacher. Students are also
required to report to the Wellness Centre upon return to school from any illness requiring
hospitalization or special care. The nurses are available to assist with and discuss physical and mental health - related issues, and to resource any information necessary to
answer students’ questions.
Students and Mental Health
The Wellness Centre is an excellent resource for students and parents facing mental health challenges. They will work with students and their families using a team
approach to student wellness that includes timely and regular communication. The
Wellness Centre will coordinate with the Student Services department to ensure that
all of the needs of the student are being met.
Anaphylaxis and Allergies
It is important that students in Grades 7-12 with allergies, who are prescribed an
epi-pen, carry an epi-pen at all times.
Anaphylaxis is a severe allergic reaction that can be caused by foods, insect stings, medications, latex or other substances. While anaphylaxis can lead to death if untreated,
anaphylactic reactions and fatalities can be avoided. Education and awareness are key to
keeping students with potentially life-threatening allergies safe.
At BSS, we have students who are at risk of an anaphylactic reaction to a number of
ALLERGIES continued
allergens. Ingestion of a trace amount of the allergen can be fatal. These allergens may
include but are not exclusive to peanut, tree nuts, sesame, egg, milk, fish, shellfish, soy,
sulphites and wheat. In addition, we ask that latex products not be brought into the
school, such as balloons. Silicon bathing caps are required in the pool for swimming.
BSS has developed anaphylaxis guidelines that are designed to ensure that students at
risk are identified, strategies are in place to minimize the potential for accidental exposure, and the staff is trained to respond in an emergency situation.
It must be understood that, despite best efforts, BSS cannot guarantee an “allergen-free”
environment. Senior School students have the option to bring their lunch and move
freely through the entire school. Therefore, the possibility exists that allergens might be
present outside of the designated eating areas of the school.
Parents are requested to indicate allergy information on the Student Information Form
and asked to update this information annually. In addition, communication is required
with the Wellness Centre to ensure that individual care of students is met in accordance
with their needs. The nurses will connect with families directly to clarify questions and
parents are asked to contact the Wellness Centre should their daughter’s health needs
change.
For further information, please contact the Wellness Centre at: 416-483-4325 ext. 6350.
HEAD INJURY AND RETURN TO LEARN AND RETURN
TO PLAY PROTOCOL
Head injury prevention, awareness and treatment are a big part of all sports programming today. Often called a concussion, a head injury is a blow or jolt to the head that can
change the way the brain normally works. A head injury or concussion can result from
a car crash, a sports injury, or from a seemingly innocuous fall. Head injury recovery
times can vary greatly.
Most people who sustain a concussion are back to normal by three months or sooner.
Others have long-term problems remembering things and concentrating. This protocol
was developed to ensure that the primary factor in determining her safe return to play is
the student’s long-term health and well-being.
BSS has a strict policy around concussion management.
If a student sustains a head injury at school, the Wellness Nurse will conduct an initial
concussion assessment. If a concussion is suspected, the student will not be allowed
to return to activity that day and MUST be picked up by the parent/guardian and assessed by a physician that day. The BSS Concussion Protocol Form will be provided to
the parent/guardian and must be completed by a physician. The parent/guardian must
communicate the results of the medical examination to the Wellness Nurse prior to
the student’s return to learning. Medical documentation will also be required when the
student is clear to return to full physical activity and athletics.
If a student is diagnosed with a concussion, she must follow the BSS Return to Learn/
Physical Activity guidelines.
TO PLAY PROTOCOL continued
Return to Learn/Physical Activity Protocol
Step 1 – Student does not attend school. Cognitive and physical rest is important.
Step 2A Return to Learn– A student with symptoms that are improving, but who is
not yet symptom free, may return to school. During this time the student may require
individualized classrooms strategies. Strategies are determined in collaboration with the
Wellness Centre, the student, her teachers and the parent/guardian.
Step 2B Return to Learn – The student is symptom free and may begin regular learning
activities without individualized classroom strategies. Student should be monitored for
any return of concussion signs or symptoms and/or deterioration of work habits or performance.
Step 2C Return to Physical Activity – Individual light aerobic physical activity only.
No resistance or weight training. No competition (including practices, scrimmages).
No participation with equipment or other students. No drills. No body contact.
Step 3 Physical Activity – Individual sport specific activity only. No resistance/weight
training. No competition (including practices, scrimmages). No body contact, no head
impact activities or other jarring motions.
Step 4 Physical Activity – Activities where there is no body contact. Progressive
resistance training may be started. Non-contact practice and progression to more
complex training drills. Parent/Guardian must provide the Wellness Centre with
medical documentation that indicates student is symptom free in order for her to
proceed to Step 5.
TO PLAY PROTOCOL continued
Step 5 – Full participation in regular physical education/intramural/interschool activities
in non-contact sports. No competitions that involve body contact.
Step 6 – Full participation in contact sports. No restrictions.
NOTES:
a) There should be approximately 24 hours between each stage.
b) A student must start at stage one again if symptoms return.
c) If a boarding student sustains a head injury, has a concussion, or if there is a
suspicion of a concussion, the student must go to her BSS Supporter/parent/
guardian and be examined by a physician. The BSS Concussion Protocol Form must
be completed and a plan discussed with boarding and the Wellness Centre prior to
return to boarding. A note from the doctor must be given to the nurse allowing the
student to return to boarding.
EXTRA CHARGES – MIDDLE & SENIOR SCHOOL
Many parents have expressed a desire to understand what they may expect in extra billings over the year to assist in their
budget planning. Average amounts charged do vary significantly by Grade level. The School makes every attempt to limit
these extras to items that are compulsory and directly related to the curriculum. These are approximations only based on the
2014-15 academic year and may change as curriculum program decisions are currently underway for 2015-16.
GRADES
AREA OR
COURSE
7 to 12
School uniform
COMPULSORY
OR
OPTIONAL
Compulsory
APPROXIMATE
COST
DESCRIPTION
New and used uniform available
Cost varies depending on Grade (phys ed /dance uniform)
and whether new/used
$200 - $750
7 to 12
Grade Trips
(overnight)
Reccommended
Whole grade curricular opportunities which
students are encouraged to attend
$300-800 depending on grade
7 to 12
Math
Compulsory
Math resources
Scientific Calculator
$25 per grade
$17 - $20
$220 per year
$200
$15 + $20
$10
$30
$100
7 to 8
Music
Compulsory
Rental of instrument (for instrumental music)
Purchase or rental of guitar (for guitar course)
Method Book & Rudiments Book
Theory book/online theory site membership
7 to 12
Art
Courses
Compulsory
for all Art
Courses
Specialized art supplies
Gr 9-12 Portfolio
Maximum art charges overall
Compulsory
for those on
teams
All team members must own a BSS track suit. Purchased
uniform items include soccer socks, field hockey socks,
x-country singlets, track & field singlets and swim team
bathing suits and caps
(billed at cost)
Uniform Rental for girls on BSS teams
Athletics:
Cocurricular
program
7 to 12
Special fees
for Skiing
Hockey
OFSAA/
CAIS and
other tournaments
Compulsory
for those on
teams
$106 Track suit
$25 (per seaon)
Alpine Ski Team (fee/race includes lift ticket)
Ice rental, socks and jersey
$50 per race
attended
$275
Accommodation and Transportation shared by
students; Entry fees paid by the school.
Determined by
location and
distance.
Page 41 | 2015-16 Parent Association Handbook
EXTRA CHARGES – MIDDLE & SENIOR SCHOOL continued
GRADES
7 to 12
AREA OR
COURSE
Outdoor Ed
Co-curricular
COMPULSORY
OR
OPTIONAL
Optional
APPROXIMATE
COST
DESCRIPTION
9 to 12
Duke of
Edinburgh
Optional
BSS North: Dog sledding/ Canoeing/
Camping Skills Weekends
Initial fee & Yearly fee (optional) for members
7 to 12
Locker locks
Compulsory
Locks provided by BSS; charge only for replacement locks
$35
7 to 12
Individual
photo package
Group photos
(House/
Form/Clubs)
Optional
depending on package selected by parent/student
Cost varies
Optional
depending on which photos student orders
$18 per posed
photo; $8.50 per
fun photo
Individual grad
photo package
Optional
depending on package selected by parent/student
Cost varies
Formal grad
photos
Compulsary
Sitting fee, includes 12 colour proofs and 8x10 class
composite photo. Various packages can also be ordered
$85
cost varies
Physical
Education
Compulsory
PE students
Special programs by grade:
Gr 9,11 & 12 Self defense
$50
7 to 12
7 to 12
7 to 12
7 to 12
Prism YearCompulsary
book
Senior
Recommended
Variety of trips during the year, based on courses and
School CurGrade; cost varies by trip
ricular Trips
Compulsary Cards provided by BSS; charge only for replacement
Student
card
cards
$350 - $600
$20 initial/ $15
yearly fee
$55 - $60
$20 - $75
$5
Page 42 | 2015-16 Parent Association Handbook
EXTRA CHARGES – MIDDLE & SENIOR SCHOOL continued
GRADES
AREA OR
COURSE
COMPULSORY
OR
OPTIONAL
DESCRIPTION
APPROXIMATE
COST
7 to 12
Textbooks &
supplies
Compulsory
Some available through CSBE, some through BSS, some to
be purchased from bookstores or online.
Cost varies depending on grade and if texts are new or used
$25 (copying)
to $1,600 (texts)
9 to 12
Academic
Mandatory
Apple Laptop
Optional
Laptop battery as needed, approx. every 1.5 to 2 years
Apple device (laptop or iPad)
Cost per exam
The student receives a T2202A receipt for income tax
purposes. The total is a multiple number of AP (university level) courses taken times the cost per AP course as
calculated by BSS for each calendar year.
University Visit Day (grades 11 and 12)
PSAT testing (grades 10 and 11)
Courier costs for some university applications; cost varies
depending on the destination and timing.
Formal Dance ticket
Sweatshirt
Market (with ed.
discount through
The Thread)
$150 approximate
Market rate
$91 US approx.
per exam
7&8
10 to 12
Advanced
Placement
Optional
10 to 12
Student
Services
Optional
12
Graduation
Optional
12
School ring
Optional
Various options available
$100 - $375 +tax
7 to 12
Club Trips
(i.e. DECA,
Model UN)
Optional
Various
7 to 12
Fundraising
Optional
‘Theme’ days + various charities supported by girls
$50 - $1,200
depending
on travel and
location
$2 if not in
uniform
9 to 12
International Trips
Optional
Variety of countries, up to 2 weeks, airfare, accommodation, food
$45-$60 for bus
$25
$180 - $200
$180 per couple
$50
$2,800 - $5,000
NOTES FROM THE PARENT ASSOCIATION
The Burgundy Boutique
The purpose of the Burgundy Boutique is to offer families the opportunity to purchase
quality uniform items that have been previously used. The Burgundy Boutique hours
will be posted on The Thread in September. The Burgundy Boutique is located in the
Theatre lobby.
The following are the procedures regarding lost and found items and the rental
program:
Lost and Found
The Lost and Found is located at the Burgundy Boutique. All labelled and unlabelled
uniform items are stored inside the Burgundy Boutique and can be reclaimed when the
shop is open. All street clothes, and running shoes are stored in the cupboards outside
the Burgundy Boutique and can be reclaimed at any time.
Rentals
Students can rent blazers and black shoes (subject to availability) at the Boutique. The
cost of renting an item is $5 per week. There is an additional charge of $10 for cleaning
if the blazer is returned in poor condition. It is emphasized that returns are to be made
during the hours when the store is open. If the rented item is not returned by the end of
the following month, the cost of the item is charged to the student’s account.
SENIOR SCHOOL HONOUR ROLL AND
PROFICIENCY AWARDS
Students who achieve an overall average in June, according to the following criteria, are on the
Honour Roll for that year. If they are in Grades 9-11 they will receive a proficiency pin in Chapel
the following fall. Grade 12 students will be recognized at Graduation.
Grades 9-11: The student’s final report card average must exceed Ontario Ministry expectations,
being a Level 4 (80%) or higher on all subjects taken at BSS in the academic school year (including
eLearning Consortium courses.) In addition, all final marks for courses must meet Ontario Ministry expectations, and, therefore, be Level 3 (70%) or higher. Summer courses are not included.
Grade 12: An average of at least 80% (480 marks) on the best six credits for Grade 12 level courses
completed, regardless of when or where they are taken. This is the Ministry requirement for an
Ontario Scholar.
Head’s List
Students who achieve an overall average in June, according to the following criteria, are on the
Head’s List for the year. They will be presented with their award in Chapel the following fall or at
Graduation.
Grades 9-11: The student’s final report card average must be 90% or higher on all subjects taken
at BSS (including eLearning Consortium courses) in the academic school year. In addition, all
final course marks must exceed Ontario Ministry expectations and be Level 4 (80%) or higher.
Summer courses are not included.
Grade 12: An average of at least 90% (540 marks) on the best six credits for Grade 12 4U or 4M
level courses completed at BSS, BSS Summer Academy or through the eLearning Consortium
Canada (ELCC) in which BSS is a member school.
SCHOLARSHIPS AND ACADEMIC AWARDS
1. The Bishop Strachan School Foundation Scholarships for Grade Excellence
The Bishop Strachan School Foundation scholarships are presented each year to the
top returning student in Grades 5 through 11. These scholarships provide a $2,000
reduction in the student’s subsequent years fees ($1,000 in Grade 12) as well as a small
cash prize. They are awarded at end-of-year celebrations to the returning student in the
grade who demonstrates outstanding academic leadership, high academic achievement,
and is a creative risk-taker who challenges herself and others to think critically. No student may receive two scholarships, but will be recognized for receiving top standing in
her class, based on the criteria used to establish the honour roll. Entrance scholarship
recipients are not eligible for scholarships for Grade Excellence.
2. The Bishop Strachan School Foundation Entrance Scholarships
The Foundation Scholarships
Criteria: For new students only
Grade: One each for a Grade 7 and 9 student, and one for a student who excels in the
Arts and is entering either Grade 7 or 9
Value: $4,250 towards tuition
The Edward S. Rogers Family Scholarship
Established in 1981 by Edward and Loretta Rogers
SCHOLARSHIPS AND ACADEMIC AWARDS continued
Criteria: Preference is given to the children of families who are involved in service to
their local communities or religious institutions, elected public officials or active in a
political party, which has representation in the House of Commons
Grade: 9
The John C. Rykert Memorial Scholarship
Established in honour of the former Chair of the Board of Governors for his service
from 1969 to 1978
Criteria: Preference is given to the daughter or granddaughter of a BSS Old Girl
Grade: 9
These scholarships are based on the results of an examination taken at the school
each December or January. The winners may retain the scholarship through to
graduation, provided they continue to achieve proficiency standing (80% or higher)
and are cooperative members of the school community.
Application forms may be obtained from the Student Recruiting Office.
AWARDS
Graduating Student Awards
The Andrea TAYLOR ’94 Memorial Scholarship
Endowed by classmates, friends and family of Andrea in her memory, this scholarship
is given to a graduating student who demonstrates enthusiastic school spirit, displays
loyalty to the school and friends, promotes unity amongst her classmates, holds strong
convictions and is not afraid to speak her mind. The recipient is determined through a
vote by the graduating class.
Bruce M. Hicks Public Service Award
This award was donated to The Bishop Strachan School in commemoration of the
fifteenth anniversary of the Canadian Charter of Rights and Freedoms. The Charter
states that no individual should be discriminated against based on “race, national or
ethnic origin, colour, religion, sex, age or mental or physical ability.” The BSS Social
Science Department sponsors the award.
The Colleen CARMICHAEL ’72 Memorial Award
Endowed by John and Colleen Carmichael in memory of their daughter, this prize
is given to a graduating student who shows great aptitude for the humanities, having
achieved the highest standing in a combination of English, one other language, and two
Canada and World Studies or Social Sciences and Humanities courses.
The Deborah HATCH Tredway ’71 Memorial Award
Endowed by the friends of Deborah HATCH Tredway ’71 in her memory, it is given to
a graduating student whose particular talent or special effort has been highly beneficial
to the life and morale of the School. Prefects are not eligible.
AWARDS continued
The Delamere Plate
Nancy EWART Delamere ’21, a member of the Old Girls’ Committee in 1927, was
given this plate on the occasion of her marriage. Fifty years later, she donated the plate
to BSS as an award to a graduating student who had made a steady contribution to the
activities and the spirit of BSS. Prefects are not eligible.
The Don Quixote Award for the Pursuit of a Dream
Established in 2000 by Michelle WATT Cassidy ’75 in honour of her classmates, this
award is open to any member of the current graduating class and presented to only one.
It is meant to provide the recipient with the seed money to pursue a passion and dream,
and to enable and empower her to achieve a goal she has always had, or embark on a
journey she has dreamed about. These goals and dreams focus on opportunities that the
recipient views as essential and necessary to her further development as a person.
The Doreen Kennedy Dramatic Arts Award
This award, named in honour of the former head of the BSS Drama department, is
given to graduating students for artistic excellence in Theatre Arts, for both
performance and technical work.
The E. Margaret Lowe Award
This award, established by the Old Girls’ Committee in honour of Miss E. Margaret
LOWE 1907, Headmistress from 1930 to 1948, is given to a graduating student who
displays outstanding scholarship and leadership in her class. Elected prefects are not eligible.
AWARDS continued
The Governor General’s Medal
Awarded by the Governor General of Canada, this medal recognizes academic
excellence. It is presented annually to the BSS student who has the highest average
in the graduating class as determined by the criteria established by the Office of the
Governor General.
The Jane MARTIN ’69 Memorial Award
Endowed by the Class of ‘69 in memory of its Head Girl, this award is given to a
graduating student who shows good aptitude for languages; has taken French and a
foreign language at BSS; has achieved at least 70% as her overall average and has good
athletic ability and strong school spirit.
The Leta MACDONELL Currer ’65 Memorial Scholarship
Given to a graduating student in the top 10% of her English class wishing to pursue
university studies in English Literature.
The Lieutenant Governor’s Community Volunteer Award
Given to a graduating student who has demonstrated exemplary community involvement.
The Michael E. Leranbaum Art Award
This award, established by former head of the BSS Art department, is given for
excellence in art to a student who is entering a College of Art or a Faculty of Fine Arts in a
University.
AWARDS continued
Barbara POUPORE Heintzman ’46 Music Prize
This award, established in 1983 in memory of Barbara POUPORE Heintzman ’46, is
presented to a senior student who has consistently contributed to the music program
at the school.
The Marjorie Eleanor TURNER Colbeck ’20 Memorial Prize
This award is given to a senior student for her progress in the Instrumental Music
program.
SENIOR SCHOOL AWARDS
The Caitlin ’95 and Stephanie ’96 KERWIN Scholarship
This is awarded to a returning Grade 9 student who is on the honour roll and who
combines excellent academic achievement with a worthy contribution to the life of the
school. It was established in 1996.
The Rita Liu Scholarship
This scholarship is awarded to a returning Grade 10 student who is on the honour roll
and who makes a good contribution to the life of the school. Past parents Jose Tang and
Cindy Kan established this scholarship in 1995.
The Jose Tang Scholarship
This scholarship is presented to a returning Grade 11 student who is on the honour roll
and makes a good contribution to the life of the school.
The Bobcat Cup
Donated by the graduating class in 1999, in memory of the spirit and contribution
of the class, this award is presented to a Grade 9 or 10 student, who, through her
energetic participation in school activities and amiability towards all members of the BSS
community, has shown her spirit to be an invaluable asset to the school. The recipient
of this award, nominated by staff and students, makes the school a better place through
her positive attitude, creativity, dedication and integrity.
The Alex and Lila Mogelonsky Arts Prize
This award, established in 2002 by the Mogelonsky family in memory of Alex and Lila,
grandparents to Samantha MOGELONSKY ’02, is given to a Grade 11 student who
is returning and taking a Grade 12 Visual Art course, studio or multimedia, who has
consistency of effort, education and growth over three years of Visual Art studies.
SENIOR SCHOOL AWARDS continued
The Bal Family Spanish Award
This award was established in 2003 by Avinash and Sonia Bal in honour of their
daughter Kanak’s graduation. It is presented to the student who displays the greatest
passion for Spanish after completing the level one Spanish credit course and who will be
taking the level two Spanish credit course the following year. The recipient can retain
the award if she maintains a mark of 80% or higher in the level two Spanish credit
course and will be continuing her Spanish studies at BSS by taking the level three
Spanish credit course the following year.
The Ella T. Jordan Scholarship
This award is presented to a student whose first language is not French, who excels in
oral French and takes another Modern Language.
The Erin GILMOUR ’79 Memorial Award
This award is given to a returning Senior School art student for her interest and involvement in art and for her contribution to school life.
The Frances and Amy Dupont Exhibition for Excellence in the Arts
This award is presented to a Grade 11 student who is returning to the school and who
excels in drama, art or music, or any combination thereof.
The Kristen Foley Memorial Award
This award is given to a student in Grade 10 who has shown passion, commitment and
dedication to the drama program.
SENIOR SCHOOL AWARDS continued
The Maureen Elizabeth Peers Memorial Award
Established by Angelo Zaccheo in memory of his wife, this award is given to the
student who displayed the greatest passion for a language after completing level one of the
language credit course and who will be taking the level two the following year.
Emma’s Gift
This award has been established to celebrate the life of Emma Federer who epitomized
everything that is meant by school spirit. Each year, girls will submit proposals for
projects they would like to carry out in the following school year.
MIDDLE SCHOOL AWARDS
MIDDLE SCHOOL AWARDS
The John and Ruth McCarthy Grade 7 Citizenship Award
Donated by The Hope Charitable Foundation, this award is given to a Grade 7
student whose energy and passion for life are admired by both staff and students and who
deserves recognition for challenging herself and all those around her to be the best they
can be.
The Wendy WREN Rosch ’75 Memorial Award
Established in 1993 by Wendy’s classmates, this award is presented to a Grade 8
student whose energy and passion for life are admired by both staff and students, and who
deserves recognition for challenging herself and all those around her to be the best they
can be.
ATHLETIC AWARDS
Athletic Awards
Awarded to students in Grade 11 or 12 who have represented BSS on three senior teams
in the current academic year. Candidates must have shown athletic excellence and a
good sense of sportsmanship. Students presented with Colours are not eligible for this
award.
The Patricia H. Doney Award
This award is given to a Senior School student in Grade 11 or 12 who has displayed
active and enthusiastic participation and sportsmanship in school athletics. This
student has given generously of her time and been supportive of the athletic program
in the school.
The Dave McMaster Coaches Award
This award is given to a graduating student who has been highly involved in the BSS
Athletic Program for a great number of years, yet has not received any recognition for
her efforts. This student will have been extremely committed, put forth tremendous
effort, been positive and enthusiastic and a motivating factor for other team members.
The Junior, Intermediate and Senior Athletes of the Year
These students will have represented BSS on at least two teams during the year, and
shown extreme dedication and commitment to the team. These athletes must have
demonstrated a high degree of skill on all of their teams. Special accomplishments such
as MIP, MERIT, & OFSAA awards will be taken into consideration.
OTHER AWARDS
The Bishop Strachan School Colours
Given to students in Grade 11 or 12 for excellence in Athletics, and Arts and Club
activities. They must have shown special skills and enthusiasm that sportsmanship,
commitment, integrity and a spirit of responsibility are an important part of a successful and happy school. Candidates must have represented BSS on at least one senior
team. They must have been committed to at least one arts and/or club activity. Eligible
students will have participated in a combination of three activities within these areas.
Arts/Academic Team Award
Awarded to students in Grade 11 or 12 who have been committed to at least two or
more arts or academic teams at BSS in the current academic year, with at least 80%
participation. Candidates must have displayed enthusiasm, valued participation,
demonstrated initiative, leadership and particular skills and cooperation in the arts or
clubs. Students presented with Colours are not eligible for this award.
The BSS Community Service Award
Given to students for outstanding dedication to volunteerism.
The Marjorie PICKTHALL Competition
Marjorie PICKTHALL, 1901, was an Old Girl and an early Canadian poet. A
competition is held each year to kindle interest in creative writing and to promote
excellence in this field. It is donated by the BSS Old Girls’ Committee, and is awarded
in both the Junior and Senior Schools at various levels.
BSS PHILANTHROPY AND ALUMNAE RELATIONS
At BSS, the Office of Philanthropy and Alumnae Relations (OPAR) is the centre for
all fundraising and alumnae affairs. As an independent school, BSS does not receive
government funding. The school relies on tuition to pay for operational expenses and
donations to enhance the educational and co-curricular experience. Fundraising is an
essential element of our culture – it is the bedrock upon which the current school is
founded; its spaces and tremendous resources are the result of all those who have made
an investment in BSS. Fundraising is also central to the strength and long-term sustainability of our school as we look to the future. Our community of supporters ensures
that BSS continues to flourish and maintain its reputation as a leader in girls’ education.
Annual Fund
The BSS Annual Fund plays an ongoing and critical role in maintaining the school’s
position as a leader in girls’ education. The Annual Fund goes above and beyond what
tuition and fees can provide and enhances the school’s ability to deliver the finest
educational experience.
Each year, current and past parents, Old Girls, grandparents, faculty, staff and friends of
BSS donate to the Annual Fund. These gifts help to ensure that every BSS girl has access
to the best resources, learning tools and opportunities as she experiences a leading edge
curriculum.
Gifts to the Annual Fund support important priorities such as: Head’s Discretionary
Fund, Campus Fund, Community Fund, Innovation Fund and many other pro-
BSS PHILANTHROPY AND ALUMNAE RELATIONS
continued
grams and initiatives. Whether there’s a need to fund participation in a world-class
competition, to bring dynamic speakers to the classrooms, or to conduct specialized
workshops, the BSS Annual Fund ensures that the school can always respond to the
girls’ needs, leaving no learning opportunity behind.
A charitable tax receipt will be issued for all donations.
To learn more about our Annual Fund or to join our volunteer on the fundraising team,
please contact Ailee Soulliere, Director, Annual Giving & Constituent Relations at
416-483-4325, extension 1875, or email asoulliere@bss.on.ca.
Alumnae Relations
Old Girls are a vital part of the BSS Community. BSS has alumnae ambassadors around
the globe, living and working in places such as London, Vancouver, Bermuda, India,
Hong Kong and Korea. The school is in touch with more than 5,000 alumnae who have
set precedents and broken new ground on whatever path they have chosen to follow. As
a community, our alumnae never really leave BSS; Old Girls return as speakers, mentors, advisors and role models for our young, aspiring leaders. Now with our BSS Old
Girl App, alumnae are able to connect with BSS and with each other in new and meaningful ways. Old Girls can meet members of the BSS Alumnae Association (BSSAA),
participate in the BSS Connect! Mentorship and networking program. OPAR and the
Old Girls’ Executive Committee act as liaisons between the school and our alumnae.
Old Girls support BSS through fundraising, enhancing our profile in their communities,
and by participating in many events.
ACADEMIC ADMINISTRATION FROM THE
MINISTRY OF EDUCATION
To all students registered in an Ontario Secondary School Program:
The Ministry of Education maintains a data bank of information on secondary school
students across the province. This information is provided every year by schools and school
boards and consists of the following items: biographic information for each student, the
name of the school and program in which each student is enrolled and the record of each
student’s achievement. Authority for the Ministry to collect this information is derived from
clause 236 (1) of The Education Act (R.S.O 1980, Chapter 129 and clause 12 (3) (1) of
Regulation 262 (R.R.O 1980).
Under the Freedom of Information and Protection of Individual Privacy Act, the
information that the Ministry receives on each student is confidential. Only the student, or
parent(s) or guardian(s) if she is under 18 years of age, have access to the information in the
Ministry’s file. None of this information is released to anyone without the student’s written
consent, or the written consent of her parent(s) or guardian(s) if she is under 18 years of age,
except in the following instance: if she applies for admission to post-secondary institutions in
Ontario, information on the courses she has successfully completed will be supplied to those
institutions. If any part of the information on the student in the Ministry’s file is incorrect,
she may request that it be altered.
Data derived from the information on students that is held in the Ministry’s file is used
for statistical purposes and policy analysis. The Ministry removes personal identification
from this information which is then used, in summary form, by the Ministry and other
institutions and agencies to ensure that Ontario’s education system continues to respond to
students’ current needs and projected trends and requirements. Universities and
ACADEMIC ADMINISTRATION FROM THE
MINISTRY OF EDUCATION continued
community colleges use the information in planning for future enrolments. Summaries of
the data collected appear in such publications as Education Statistics Ontario and are made
available to other agencies (e.g. schools and school boards).
The Ministry Identification Number that the student has received will remain the same
during the entire time that she is enrolled in a secondary school program in Ontario. It is
used whenever a school or board provides information to the Ministry and should be used if
she wishes to review the information that is held in the Ministry’s file.
If a student, or parent(s) or guardian(s) would like clarification or additional information,
please contact:
Manager, Registrar Service, Ministry of Education
Queen’s Park
Mowat Block, 18th floor
Toronto, Ontario M7A 1L2
School Records
All students in an Ontario school have an Ontario School Record (OSR). The OSR
contains the following information: report cards; an Ontario Student Transcript (Grades
9-12); a Student Record of Accumulated Instruction in French; and additional information identified as being conducive to the improvement of the instruction of the student.
The OSR will follow the student to another Ontario school if she transfers. If she moves to a
school outside of Ontario or when she graduates, her OSR remains at her last school in Ontario for fifty-five years. Parents and adult students have access to information that is in the
OSR. This can be arranged through an interview with a guidance counsellor at a mutually
convenient time.
BSS AND PIPEDA
Statements
(Personal Information Protection and Electronic Documents Act)
Privacy Statement
BSS is committed to protecting the privacy and confidentiality of all its constituents.
When a parent, student, alumna, faculty, staff or other individual, provides personal
information to the school, such as name, address and telephone number, it is shared
with the department of The Office of Philanthropy and Alumnae Relations so that these
departments may communicate with community members through various publications and so that the school can provide recognition and donor stewardship (which
includes soliciting financial and volunteer support). All personal information is
collected and maintained in strict confidentiality and will not be released to a third party.
(Under no circumstances will BSS rent, sell or distribute this information to any individual or organization outside BSS, its Associations, or the BSS Foundation, nor will
it be used for any commercial purposes whatsoever). Access to the information is
restricted to authorized staff members and members of the BSS Foundation who have
been trained in dealing with information according to our privacy standards.
BALANCED, APPROPRIATE, SAFE USE OF TECHNOLOGY
STUDENT LIFE
LATE OR MISSED EVALUTIONS POLICY
ACADEMIC INTEGRITY AND HONESTY
ASSESSMENT, EVALUTION AND REPORTING
SCHOOL DAY PROCEDURES
ATTENDANCE
ACADEMIC SUCCESS
STANDARDS OF BEHAVIOUR
CODE OF CONDUCT
CODE OF CONDUCT
Process for Signing and Returning BSS Code of Conduct Form
The BSS Code of Conduct document is located in the Student Handbook and posted
on The Thread. All students in Grades 7 - 12 are expected to review the document with
their parents/guardians. All students will also review the BSS Code of Conduct at a
TAG session in September. Please print and complete a copy of the Code of Conduct
form (posted with the other Back-to-School info on The Thread) and return it to the
school, attention to the Middle or Senior School Office, by September 10, 2015.
“A school should be a place that promotes responsibility, respect, civility, and academic
excellence in a safe learning and teaching environment. Providing students with an
opportunity to learn and develop in a safe, inclusive and accepting school climate is a
shared responsibility.” 1
The Bishop Strachan Community is comprised of people of diverse beliefs and backgrounds including students, teachers, parents, Old Girls, and other school staff.
Individually and collectively, members of the BSS community recognize and respect
the inherent dignity of every individual. The school recognizes that each member of the
community has the right to be safe and to feel safe in the community. Each community member shares the responsibility for creating a safe, nurturing, and encouraging
environment for all. The school community recognizes and celebrates its strengths; at
the same time, the school helps others to work at things which they find challenging.
The Bishop Strachan School Code of Conduct comprises principles, policies, standards of
behaviour, identification of disruptive behaviours and consequences for non-compliance
with the BSS Code of Conduct. The purpose of the BSS Code of Conduct is to set the
context for maintaining a safe and productive environment in the BSS Community,
both Day and Boarding, and to actively promote positive behaviours and interactions by
outlining expected behaviour.
1 Ministry of Education, Policy/Program Memorandum No. 128, The Provincial Code of Conduct
and School Board Codes of Conduct, December 5, 2012
CODE OF CONDUCT
It is the responsibility of all members of the community to be aware of the policies and
procedures laid out in The Bishop Strachan School Code of Conduct. Parents and
students will be asked to sign the BSS Code of Conduct Form at the beginning of each
year. (The responsibility of parents of students in Ontario schools can be found on
Page 15; for full details, refer to The Provincial Code of Conduct and School Board
Codes of Conduct at www.edu.gov.on.ca/eng/document/brochure/conduct/conduct.
html).
What is PROGRESSIVE DISCIPLINE?
Progressive discipline is a school-wide approach to student behaviour that combines
prevention, intervention, support programs, and consequences to address inappropriate student behaviour. Strategies are used to encourage responsible and respectful
decision-making for students and promote positive behaviours. When students
behave inappropriately, disciplinary measures are used that focus on correcting the
behaviour and supporting the student rather than focusing solely on punitive measures.
A range of strategies is used to support students and consequences are developmentally,
socially, and emotionally appropriate. Learning opportunities are used for reinforcing
positive behaviour while helping students make better choices. When a student behaves
inappropriately, principals or their designate will consider mitigating factors such as
the student’s age, the circumstances of the behaviour and the student’s history before
determining the most appropriate way to respond to each situation. 2
2 M
inistry of Education, Policy/Program Memorandum No. 145, Progressive Discipline and Promoting Positive Student Behaviour, December 5, 2012
CODE OF CONDUCT
All Members of the Community
The Bishop Strachan School is a place that promotes responsibility, respect, civility
and academic excellence in a safe environment for all members of the community. All
members of the school community have the responsibility to contribute to a positive
school environment and have the right to feel safe, comfortable and accepted.
School community members will:
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s how respect for the rights, property and safety of themselves and others;
promote the safety of people in the school;
demonstrate honesty, dignity, and integrity;
take appropriate measures to help those in need;
respect and appreciate the diversity of all school community members regardless of
their race, culture, ethnicity, religion, gender, sexual orientation, age and ability;
promote positive behaviour through the avoidance of all types of violent acts;
exhibit behaviour that avoids all forms of intimidation, harassment, racism and
discrimination;
promote responsible citizenship by encouraging appropriate participation in the life
of the school community;
be a positive ambassador of the school both on and off site;
dress in a manner that is appropriate to the school setting;
respect all members of the school community in exercising their duties;
prevent bullying in the school;
treat school property and the property of others with a reasonable standard of care;
seek assistance from a member of the school staff, if necessary, to resolve conflict
peacefully;
refrain from bringing anything to school that may compromise personal safety, or the
safety of others;
at all times, demonstrate appropriate online conduct and manners;
honour the Canadian Association of Independent Schools (CAIS) Golden Rules of
Sport when competing for the school;
abide by all Boarding procedures.
CODE OF CONDUCT
Students
Students are to be treated with respect and dignity. In return, they must demonstrate
respect for themselves, for others and for the responsibilities of citizenship through
acceptable behaviour.
Respect and responsibility are demonstrated when a student:
• comes to school prepared, on time and ready to learn;
• shows respect for herself, for others, and for those in authority;
• refrains from bringing anything to school that may compromise the safety of others;
• follows the established Code of Conduct and takes responsibility for her own actions.
Faculty and Other Staff Members
Teachers and other school staff members maintain order in the school and are expected
to hold everyone to the highest standard of respectful and responsible behaviour.
Faculty and staff members are role models for students when they:
• help students work to their full potential and develop their sense of self-worth;
• empower students to be positive leaders in their classroom, school and community;
• communicate regularly and meaningfully with parents;
• maintain consistent standards of behaviour for all students;
• demonstrate respect for all students, staff, parents, volunteers and the members of the
school community;
• prepare students for the full responsibilities of citizenship.
Parents/Guardians
Parents/Guardians play an important role in the education of their children, and are
expected to support the efforts of the school staff in maintaining a safe and respectful
learning environment for all students.
Parents/Guardians fulfill their role when they:
• s how an active interest in their daughter’s schoolwork and progress;
• communicate regularly with the school;
CODE OF CONDUCT
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elp their daughter be neat, appropriately dressed, and prepared for school;
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ensure that their child attends school regularly and on time;
promptly report to the school their daughter’s absence or late arrival;
show that they are familiar with the BSS Code of Conduct and Policy Manual;
encourage and assist their daughter in following the rules of behaviour;
assist school staff in dealing with disciplinary issues involving their daughter.
Guiding Principles
The following guiding principles will determine the consequences assigned to any
situation of non-compliance of the BSS Code of Conduct:
• disciplinary action will include opportunities for the student to learn from her
actions and develop appropriate behaviour consistent with the BSS Code of Conduct;
• each incident of inappropriate behaviour will be assessed in light of the specific
situation;
• the disciplinary action and consequences taken will reflect the consideration of a
number of factors specific to the student involved. Discretion and the consideration
of mitigating factors will be used in determining disciplinary action and consequences;
• previous incidents of inappropriate behaviour and results will be taken into consideration before consequences for new inappropriate behaviour are determined;
• progressive disciplinary processes may not be considered for continual acts of misconduct and/or single acts of serious misconduct. These include actions that affect the
safety of the individual and/or other members of the school community and include
but are not limited to:
• engaging in bullying behaviours (see definition for bullying on page 67);
• trafficking in weapons or harmful substances ;
• being a party to and/or giving alcohol to a minor;
• committing theft;
• being in possession of any weapon;
• committing sexual assault;
• using any object to threaten or intimidate another person;
CODE OF CONDUCT
• causing injury to self or any person with an object;
• being in possession of, or be under the influence of, or providing others with
alcohol or harmful substances 3;
• uttering a threat to inflict bodily harm on another person;
• inflicting or encouraging others to inflict bodily harm on themselves or
another person;
• engaging in hate propaganda and other forms of behaviour motivated by hate
or bias;
• committing an act of vandalism that causes damage to school property or to
property located on the premises of the school and other schools;
• for Boarding students, leaving Boarding without permission;
• any other act that is an activity for which the Principal, Middle or Senior
School, or Head of School may suspend a student under a policy of the
school.
What is BULLYING?
The school and its community should create an environment that supports students
learning in a safe, nurturing, inclusive and accepting school. All members of the school
community should feel safe, included, accepted and should actively promote positive
behaviours and interactions. This is a shared responsibility by all members of the school
community.
According to Subsection 1(1) of the Education Act bullying is an aggressive and
typically repeated behaviour by a pupil where:
(a) the behaviour is intended by the pupil to have the effect of, or ought to know that
the behaviour would be likely to have the effect of,
i) causing harm, fear or distress to another individual, including physical,
3 Harmful substances are defined as all illegal drugs, alcohol, any mind or mood – altering
substances other than alcohol, tobacco and over-the-counter drugs take for non-medicinal
purposes, and medicinal substances prescribed by a licenced medical practitioner used by a student for non-medicinal purposes.
CODE OF CONDUCT
psychological, social or academic harm to the individual’s reputation or
harm to the individual’s property or,
ii) creating a negative school environment at the school for another
individual, and
(b) the behaviour occurs in a context where there is a real or perceived power
imbalance between the pupil and the individual based on factors such as size, strength,
age, intelligence, peer group power, economic status, social status, religion, ethnic
origin, sexual orientation, family circumstances, gender, gender identity, gender
expression, race, disability or the receipt of special education;
For the purposes of the definition of bullying, behaviour includes the use of physical,
verbal, electronic written or other means.
What is CYBER-BULLYING?
Bullying includes bullying by electronic means, commonly known as cyber-bullying
including,
(a) creating a web page or a blog in which the creator assumes the identity of another
person;
(b) impersonating another person as the author of content or messages posted on the
internet; and
(c) communicating material electronically to more than one individual or posting
material on a website that may be accessed by one or more individuals.
Harm as used in this definition means harm that can be experienced in a number of
ways including physical, mental, emotional and psychological.
Aggressive behaviour may be intentional or unintentional, direct or indirect. It can
take many forms, including physical, verbal, and social. Physical aggression may include
hitting, pushing, slapping, and tripping. Verbal aggression may include name-calling,
mocking, insults, threats and sexist, racist, homophobic, or transphobic comments.
Social or relational aggression may include gossiping, spreading rumours, excluding
CODE OF CONDUCT
others from a group, humiliating others with public gestures or graffiti, and shunning or
ignoring. Social aggression may also occur through the use of technology.
Under the Education Act, Principals must suspend a student for bullying and consider
referring that student for expulsion if (1) the student has previously been suspended for
bullying, (2) the student’s continuing presence in the school creates, in the opinion of
the Principal, an unacceptable risk to the safety of another person. When both of these
conditions are met, the Principal must suspend the student and consider referring the
student for expulsion.
What Happens if a Student BREAKS THE CODE OF CONDUCT?
Students, staff and parents can expect to be treated with respect and fairness. All members of the school community are expected to follow the BSS Code of Conduct. Should
a situation arise where it appears as though a student has violated the BSS Code of Conduct, it is the responsibility of the school’s Leadership Team to investigate the incident.
Members of the Leadership Team will make a reasonable effort to speak to the student,
her Parent(s)/Guardian(s) and any other person who may have relevant information,
and will keep records of the facts, concerns and issues that arise from the situation.
Members of the Leadership Team will try to find out as much as possible although it
is not always possible to determine everything that has taken place in a given situation.
It is important for the Leadership Team to gather enough information to determine
whether or not a violation of the BSS Code of Conduct has taken place.
In cases where a minor violation to the Code of Conduct has occurred, the Community Standards Boards will be asked to make recommendations to the Vice Principal,
Student Life and the Principal, Middle or Senior School. The Community Standards
Board is a council of students and teachers who are trained to make decisions on
consequences for minor violations of the Code of Conduct.
If it is felt that a major violation of the BSS Code of Conduct has taken place, the
appropriate Principal will prepare a report for the Head of School. The report will
CODE OF CONDUCT
include a summary of the investigation findings and recommendations on consequences.
A member of the Leadership Team will contact the parent(s) of the student to discuss
how the school will deal with the misbehaviour.
Consequences of Breaking The Code of Conduct
Disciplinary action and consequences will be determined for individuals failing to
comply with The BSS Code of Conduct. Consequences are intended to promote
standards of behaviour and are designed with the expectation that disciplinary action will be
progressive and in proportion to the severity of the behaviour leading to the
discipline. The previous history of a student and all other relevant factors will be taken into
account when determining discipline and consequences for inappropriate behaviour.
The school will do its best to provide academic and emotional support to a student who
has been involved in any situation of non-compliance with The BSS Code of Conduct.
The school may also recommend outside support services in situations where such
support services may be deemed to be beneficial.
The following strategies will be considered in assigning consequences for The BSS Code
of Conduct Violations. Consequences for violations of The BSS Code of Conduct will
be outlined in a letter to the student and her Parent(s)/Guardian(s). A student will
have the choice to complete the recommendations of the school’s Leadership Team.
If a student or family chooses to decline or not complete the requirements, the status
of the student at the school will be reconsidered. The student and or her Parent(s)/
Guardian(s) will sign a statement of compliance stating their intent to complete the
recommendations of the school’s Leadership Team.
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Review of BSS Code of Conduct
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Time out
Quiet area to work
CODE OF CONDUCT
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Reward/reinforce improved behaviour
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Parent/teacher/student conference
Conflict mediation
Morning/lunch/spare sign in
Consistent appointments with Student Services counsellor
Community Service
Referral to outside agency/resource
In-school Suspension
Out-of-School Suspension
Expulsion
Is there an APPEALS PROCESS?
All assigned suspensions will be served and the suspension will be entered into the
student’s record. However, in some cases, the record of suspension may be removed
following appeal, discussion, and review with members of the school’s Leadership Team,
and providing the student does not further violate The BSS Code of Conduct. Appeals
to a suspension are to be submitted in writing to the Principal, Middle or Senior School
within seven days of the decision.
CODE OF CONDUCT
ACADEMIC SUCCESS
At BSS, we believe that students arrive competent and capable, and will, through
their experience in the academic program, develop the following attributes: a Growth
Mindset, an understanding of Ethical Citizenship, Curiosity, Self-Awareness, Grit,
their own Voice, and Leadership.
The BSS community expects every student to focus on her schoolwork and to
work to her full potential, attending class, submitting work on time, and ensuring
academic honesty. There may be times when students need support to manage the
expectations of all of their teachers, their multiple co-curricular and curricular commitments and deadlines. The school supports students in this position by providing subject
specific extra help, student services support, and negotiations with teachers around
deadlines. Sometimes, the school may support a student requiring additional help by taking
Academic Action. Academic Action is not punitive. It is an alert to students,
parents and teachers that there are serious concerns about a student’s academic progress by
developing a plan for success. It is hoped that this process will encourage students to
prioritize their academic work, improve their study skills, and seek help from the many
resources available to them.
Academic Warning is the first stage of this process. Students and parents/guardians
receiving an Academic Warning should understand that there are significant concerns
regarding a student’s academic progress in her course work and/or learning skills. An
academic warning will reflect the student’s areas of challenge and identify the steps
required to improve her academic performance.
ACADEMIC SUCCESS
Academic Probation follows an academic warning when the level of academic concern
has not been addressed or met by the student. Her academic situation has not improved
or has significantly worsened. An Academic Warning will include immediate steps
that must be met along with regular conferencing with the student, parents/guardians,
Student Services, and Principal or Vice Principal.
CODE OF CONDUCT
Advice to Consider
ACADEMIC SUCCESS
Withdrawing follows academic probation when there has been little evidence of
satisfactory progress. The school will consider Advice to Withdraw when the school
has exhausted all possible strategies for student success.
CODE OF CONDUCT
ATTENDANCE
The Bishop Strachan School is committed to meaningful educational experiences each
school day in both the Day and Boarding programs. Every school day, academic activities,
discussions and interactions enable students to connect concepts, synthesize information
and gain insight and understanding during experiences that cannot be replicated or replaced
outside the classroom. In both the Day and Boarding programs, students and parents are
asked to make school attendance the highest priority. Parents are asked not to schedule vacations, family trips or early departures from school for their children while school is in session.
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#theBishBuzz
#AttendAllOf YourClasses!
#Don’tLeaveEarlyOrReturnLateFromVacations!
#If YouHaveToLeaveAlwaysSignOutOf TheSchool!
School Absences – Excused and Unexcused Absences
Excused absences are those absences that are acceptable to the school such as illness,
medical appointments, family emergencies, religious holidays, and university visits in
Grade 12. They also include school activities sanctioned by a teacher, such as field trips,
athletic events and in-school speakers. When students are absent from class, even with
excused absences, it is their responsibility to attend to the missed work. The responsibilities for
students, parents and teachers are outlined below.
Student Responsibility:
ATTENDANCE
•T
o see each teacher immediately upon her return to make up work missed during the
absence;
• When a student knows ahead of time that she will be absent, it is her responsibility to meet
with their teachers to obtain a summary of work that will be missed, and to obtain due
dates to complete evaluations upon her return;
• To check the Google Classroom course site to keep as up to date as possible.
CODE OF CONDUCT
Parent(s)/Guardian(s) Responsibility:
•T
o inform the school through a telephone call or email by 8:30 am to notify of a student
absence;
• To provide a note to the school when a student is absent for more than five days (when
such absences are unavoidable) indicating the anticipated date of return to class and an
explanation for the absence;
• To provide a written note, telephone call or email to allow students to sign out for any of
the above reasons when leaving during the school day;
• To provide a written note upon the return after an absence from school for any of the
above reasons.
Teacher Responsibility:
• To make every effort to assist students in completing missed work.
Unexcused absences are those that are not acceptable to the school such as absences for
additional vacation time, skipping class or House/TAG, missing any or part of a school day
to complete evaluations. Personal absences not accounted for by a note written by a Parent/
Guardian are unexcused. Personal vacation time when school is in session is always unexcused. We hope that by publishing major dates a year in advance, we can facilitate planning.
Student Responsibility:
• To obtain class notes and work assigned during the classes missed;
• To check the Google Classroom course site to keep as up to date as much as possible.
Parent(s)/Guardian(s) Responsibility
ATTENDANCE
•P
arent(s)/Guardian(s) planning to have their child miss classes for reasons other than
illness, medical appointments, family emergencies, religious holidays, university visits
in Grade 12 or official school activities are required to contact the Principal, Middle or
Senior School or Vice Principal, Student Life as far in advance as possible to discuss the
absence.
CODE OF CONDUCT
• Special provisions are to be made through the Principal, Middle School or Vice
Principal, Student Life for students who miss classes for any other reason and through
Student Services for those with extended health problems, so that alternative programs
may be devised. Students must meet with teachers prior to leaving the school for any
extended absence to determine what work will be missed and to devise a plan for making
up missed work.
Teacher Responsibility
•T
o offer only the normal extra help that would be given to students who were in class but
not re-teach the missed material.
Pattern of Non-Attendance
Chronic absences affect academic performance. If a student has unexcused absences,
excused absences, or early sign-outs that add up to a “pattern of non-attendance” a meeting will be requested between the school and the Parent(s)/Guardian(s) of the student to
discuss the impact on the student’s academic course work. Students who demonstrate a
pattern of non-attendance in their academic classes may be deemed “ineligible to participate” in co-curricular activities.
Further, students with more than five (5) excused/unexcused class absences per term
(September – December, January – March, March – June) may be put on an academic
contract. The academic contract may include withdrawal from co-curricular programming,
regular meetings with the student’s Student Services counsellor, and regular meetings with
her teacher(s) for extra help. Universities may be notified if students miss five (5) or more
classes in an AP course.
ATTENDANCE
Illness and School Attendance
Students returning to school after a serious health related matter that may have included a
hospitalization must provide a doctor’s note and check in with the Wellness Centre upon
return to school. The note should indicate that the student has recovered sufficiently to
return to all school activities. In some cases, a gradual return to full school activities may be
required.
CODE OF CONDUCT
THE SCHOOL DAY PROCEDURES – SENIOR SCHOOL
School begins at 8:30 am Monday to Thursday and 9:15 am on Friday. Students should
arrive in time to go to their lockers and arrive in class at 8:30 am. Classes end at 3:30 pm
with Grade 9 to 12 students finishing at 2:30 pm on Wednesdays.
Students arriving late in the morning after 8:25 am (9:15 am on Fridays) should have
a note explaining their late arrival, sign in at the Lonsdale Road Reception and go
immediately go to their Period 1 class. Consequences will be assigned for consistent
patterns of late arrival in the morning.
Grade 11 and 12 Period Spare
Grade 11 and 12 students with spares must sign in at the Lonsdale Road Reception
when they arrive at school. All students should arrive by 9:45 am for House, TAG or
Chapel on Monday, Tuesday and Thursday. For safety reasons, students who are in the
school must be present in House, TAG or Chapel.
Students in Grades 11 and 12 may leave the school property during their spares, provided
they sign out and back in at the Senior School Front Office. Students are responsible
for signing themselves out and back into the school (no other student may sign a student into or out of the school).
Leaving the School During the Day
The student must bring a note to the Front Office before she leaves for an appointment.
Under no circumstances will a student be allowed to leave the School without a note
unless accompanied by a Parent or Guardian (except a Grade 11 or 12 student on a
spare). If the student is leaving during a class, she must show the note to the teacher
and leave it with the Attendance Secretary when she signs out. The student must sign
in with the Attendance Secretary upon her return.
CODE OF CONDUCT
Absences During Summative Evaluations Including Exams
The summative period occurs at the end of the academic year. In each academic course,
there may be a variety of evaluations, which may include in-class performance tasks and/or
exams. Students who are absent from a summative assessment must provide a note from their
doctor. The Vice Principal, Student Life or Vice Principal, Curriculum must approve
absences for other reasons in advance.
THE SCHOOL DAY PROCEDURES– MIDDLE SCHOOL
School begins at 8:30 am Monday to Thursday and 9:15 am on Friday. Students should
arrive in time to go to their locker and arrive in class at 8:30 am. Classes end at 3:30 pm
everyday.
Students arriving late in the morning after 8:25 am (9:15 am on Fridays) should have
a note explaining their late arrival, sign in at the Middle School Office and then go
immediately go to their class. Consequences will be assigned for consistent patterns of
late arrival in the morning.
Lunch Time
Students in Grades 7 and 8 must remain in the Garden Cafe, Dining Room, Student
Centre or Quad (in good weather) during lunch.
Leaving the School During the Day
The student must bring a note to the Middle School Office before she leaves for an
appointment. Under no circumstances will a student be allowed to leave the school
without a note unless accompanied by a Parent/Guardian. If the student is leaving
during a class, she must show the note to the teacher and leave it with the Middle School
Administrative Assistant when she signs out. The student must sign in with the Middle
School Administrative Assistant upon her return.
CODE OF CONDUCT
Absences and After School Activities
Students not attending classes during the school day because of illness are not permitted
to attend any activities that occur before school, at lunch, after school or in the evening.
Any exceptions to this must be approved by a Vice Principal or Principal.
CODE OF CONDUCT
ASSESSMENT, EVALUATION AND REPORTING
The p rimary p urpose o f a ssessment i s t o i mprove s tudent l earning. O ur a ssessment a nd
reporting processes are based on the latest educational research and reflect the unique needs
of BSS students. To align our assessment practices with those required by the Ontario
Ministry of Education and Training, we follow the guidelines set forth in Growing Success:
Assessment, Evaluation and Reporting in Ontario Schools.
Teachers use assessment strategies that best suit the course expectations to be evaluated. Our
motto is, “Select the best tool for the job”. Teachers employ best practices that then guide the
collection of meaningful information that will help inform instructional decisions, promote
student engagement and improve student learning.
ASSESSMENT, EVALUTION AND REPORTING
Our goal is to make the assessment of student achievement as fair, reliable and
transparent as possible. We believe students become key partners in their learning when
they have a clear picture of the expectations to be met, an opportunity to practice meeting
them, and mean-ingful feedback before any final assessment.
Click here to read the complete Assessment, Evaluation and Reporting policy including
the 2015-16 reporting timeline.
CODE OF CONDUCT
Integrity and honesty are critical to creating an environment of academic excellence and
authentic learning. Students are encouraged to learn how to do research and to navigate
the use of online information, as appropriate, and are expected to seek extra help where
needed. However, they must accept the responsibility for creating and submitting their
own original work. A student who is in doubt about any aspect of the principles and
practices of academic honesty should consult their teachers, in class or in the Learning
Commons.
Plagiarism and cheating are wrong in creative writing, academic writing and all other
forms of academic work. Often in essays, and always in research papers, students are
asked to support their ideas with evidence from others, but they must make it very
clear which words or ideas were originally written by someone else. Visit the Research
Commons page, within the Learning Commons area of The Thread for more information
and support around expected research citations.
Teachers will develop strategies with students to help them understand the importance
of submitting their own work and acknowledging work that is not their own. This
learning about academic integrity and independent learning is part of the Ministry of
Education policy that also recommends that schools “ensure for all students, assignments for evaluation and tests or exams are to be completed, whenever possible, under
the supervision of a teacher.” Growing Success: Assessment, Evaluation, and Reporting
in Ontario Schools (2010), Queen’s Printer for Ontario.
>
#TheBishBuzz
#DoYourOwnWork
#Don’tCopyOrCheatOffAnyone
#CiteAllYourSources
CODE OF CONDUCT
Plagiarism
All academic work‚ written or otherwise‚ submitted by students to their teachers‚ is
expected to be the result of their own thought‚ research‚ or self-expression. In cases where students feel unsure about a question of plagiarism involving their work‚
they should consult with their teacher on the matter before submitting the work.
Plagiarism includes:
• copying another person’s work (including information found on the Internet and
unpublished materials) without appropriate referencing;
• presenting someone else’s work, opinions or theories as if they were their own;
• working collaboratively on an assignment, and then submitting it as if solely they
created it.
Cheating
Cheating is the giving or receiving of unauthorized assistance on assessments. It
includes‚ but is not limited to‚ wrongfully giving‚ taking‚ or presenting any information
or material by a student with the intent of aiding herself or another student on any
academic work. It includes:
• u sing materials or aids not expressly allowed by the teacher in an assessment;
• copying another person’s answer(s) to an assessment;
• consulting with another person or unauthorized materials during an assessment
(e.g. discussing an exam or consulting materials during an emergency evacuation or
when permitted to use a washroom);
• improperly submitting an answer to an assessment, in whole or in part, unless specifically permitted by the assessment format; resubmitting altered assessments after they
have already been returned by the teacher;
• presenting falsified or fabricated material;
• improperly obtaining, through theft, bribery, collusion or otherwise, access to
assessment materials, or other privileged information.
CODE OF CONDUCT
Misrepresentation of Personal Performance Includes:
• s ubmitting stolen or purchased assessments or research;
• having someone impersonate the student; either in person or electronically - in class,
in an assessment, or in connection with any type of course material - or availing oneself of such impersonation. Both the impersonator and the individual impersonated
(if aware of the impersonation) are subject to a penalty;
• submitting the same course work for credit on more than one occasion in two or
more courses without the prior written permission of the teachers in all the courses
involved.
• students who aid plagiarism or cheating
•
Any student who assists in a case of academic dishonesty may be assigned
consequences, depending on the severity of the offence. Consequences may be
applied to a student who provides an assessment, which another student submits
(e.g., an essay submitted in a previous year or specially written for a student by another
student).
• Students sometimes pass on their notes/tests/assignments to other students. While
these are probably of limited use, there is nothing wrong with this practice unless this
work is then submitted to the teacher for assessment.
Consequences
At the discretion of the Principal, Middle or Senior School or Vice Principal,
any student who submits a piece of work that has been created in part or entirely by
another person, retrieved from any source, or significantly edited by someone else,
may be assigned disciplinary action and consequences according to The BSS Code of
Conduct and “will reflect a continuum of behavioural and academic responses and
consequences, based on at least the following four factors: (1) the grade level of the
student, (2) the maturity of the student, (3) the number and frequency of incidents,
and (4) the individual circumstances of the student.” Growing Success: Assessment,
Evaluation, and Reporting in Ontario Schools (2010), Queen’s Printer for Ontario.
CODE OF CONDUCT
Consequences may include:
• completion of the evaluation using the students thought‚ research‚ or self-expression;
• completion of an alternate evaluation as determined by the teacher;
• credit/report card withheld until work is completed by the student;
• parent(s)/guardian(s) notified;
• removal from the Heads List or Honour Roll for the year;
• restriction from participation in school leadership activities;
• notification to post-secondary institutions of the offence if required to do so by that
institution;
• application of academic penalty including receiving a zero on the evaluation.
CODE OF CONDUCT
LATE OR MISSED EVALUATIONS POLICY (Senior School only)
At BSS, we believe that student learning and wellness are enhanced through the timely
submission of work. Being able to work to deadlines and balance priorities are important skills. The purpose of this policy is to support students to achieve this. The school
recognizes that there are times when it is difficult for students to meet deadlines or
complete evaluations during the scheduled time. For teachers to properly support
students who need extra time, it is important that they are aware of the reasons for the
requested extension or reschedule. It is also important that parents are aware of these
reasons. This policy will ensure:
• fairness and respect of self and others;
• students and teachers receive timely feedback;
• students take responsibility for their evaluations and accept consequences for their
actions;
• students develop essential life skills, such as time management, organization, responsibility and accountability; and
• communication is maintained among teacher, student, parents and where necessary,
the counsellors and TAG advisor.
>
#TheBishBuzz
#HandYourWorkInOnTime
#CommunicateCommunicateCommunicate
#Don’tEmailTeachersOnTheWeekendAboutMon.Evaluations
CODE OF CONDUCT
Extension or Reschedule Requested
If a student requires an extension or needs to reschedule an evaluation, due to a scheduling
conflict or a need for more time to manage workload, she should contact her teacher at
least 24 hours before the evaluation is due or takes place to discuss the reason(s). The
teacher will decide whether this request can be resolved by scheduling a meeting or
through email. The teacher will determine the extended deadline date.
onsider the intent of this requirement. An email on Saturday morning
C
would not constitute 24 hours in advance for a Monday evaluation. It’s
important to be proactive with communication when you anticipate any
problems with meeting deadlines.
Unexpected Absence or Non-Submission
If a student is absent for an evaluation or does not submit the evaluation on the
scheduled date, the teacher initiates a communication to student, parent, counsellor,
TAG advisor and where relevant, the Boarding staff member. Also:
• The student will complete the outstanding evaluation at a time identified by the
teacher. This will usually be either the first day back at school or at the first available
Study Hall session.
• The student will be put on the ineligible to participate list.
• Coaches and Advisors will be alerted and will enforce the consequences.
• This “in-school gating” will be lifted once the teacher verifies that the work has been
completed by emailing Study Hall.
• The student will bring a note from her parent that outlines the reason for the unexpected absence or non-submission. A mark will be withheld until this communication
is submitted.
The re-scheduled evaluation may be hosted in either Study Hall, the LRC or another
teacher-negotiated option (with another class, during a spare, etc.).
CODE OF CONDUCT
I f you arrive at class feeling unprepared to complete an evaluation,
talk to your teacher about this. It is better to demonstrate perseverance
and complete the evaluation with your teacher being aware of your
concerns. Your teacher can then work with you to find other
opportunities to work towards demonstrating your true potential.
In the absence of an evaluation
If the student fails to complete the work at the rescheduled time or by the new deadline,
there will be no more re-scheduling. The teacher will evaluate the student’s achievement of the learning goals based on the evidence from work that has been completed
to date in class and/or through future opportunities. This may mean that achievement
of the learning goals covered by the missed evaluation will be determined by earlier
assessments for learning, including class conversations and observations. As these earlier
achievements were intended to be developmental, the work presented may not reflect
the expected degree of complexity required by the culminating task. This will almost
certainly result in a lower mark than if the evaluation had been completed. (An evaluation is a significant demonstration of learning. This process is not intended for quizzes
or other such assessments for learning.)
Exceptions will only be made when the request for a second reschedule is supported by
a doctor’s note and/or communication between the parent and teacher. This situation
may require a face-to-face meeting concerning the student, parent, teacher and counsellor.
The teachers wish to accommodate your needs and rescheduling
evaluations is a part of this support. However, sometimes it is important
for teachers to ensure the timely return of work to the class. This means
that if you are unable to identify with your teacher a rescheduled time
for the evaluation, a consequence might be that your teacher is
unable to offer you the opportunity to complete the evaluation.
CODE OF CONDUCT
Multiple Unexpected Absences or Non-Submissions
Students who have not negotiated extensions and have had multiple lates/no-shows
within a course or across courses will have this documented through comments on the
report card. This may have a negative impact on achievement in Learning Skills. The
School may take Academic Action (see page 83-84)
CODE OF CONDUCT
STUDENT LIFE
UNIFORM
The BSS school uniform is part of the tradition and history of the school. Students are
expected to be in uniform when at school, including at lunch and on spares. Theme
days are the exception to the rule. To participate in theme days, students will be asked
to donate to a designated charity.
>
Every article of clothing worn to school must be plainly labelled with the student’s name
(shoes included) to facilitate the prompt return of lost items. Complete school uniform
or street wear, but not a combination of the two, may be worn to and from school.
#TheBishBuzz
#AlwaysWearYourSchoolUniform
#JustDoIt
#KeepYourSkirtTheRightLength
Number One Dress
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STUDENT LIFE
•
Box-pleated grey skirt length, no shorter than 8 cm or 3” above the knee
BSS blazer (white blazer for Grade 12 students)
BSS middy blouse (not tucked in)
B
lack Oxford lace-up shoes with a maximum 3.5 cm
(1-½) heel with non-marking soles and without platform
BSS tie
Grey long socks
Underwear should be an appropriate colour for wearing under a white blouse and not be
visible
Jewellery, which may include a ring, a religious necklace, watch, small studs or small (1.5 cm
diameter or less) hoop earrings, clear or neutral nail polish, and BSS pins
CODE OF CONDUCT
Number Two Dress
•B
ox-pleated grey skirt, grey kilt (Grades 7 and 8 only), length no shorter than 8 cm
or 3” above the knee
• Beattie’s uniform grey trousers (November Long Weekend to March Break inclusive)
• BSS blazer, BSS V-neck sweater, vest or cardigan
• BSS middy blouse
• Plain Black Oxford lace-up shoes with a maximum 3.5 cm (1-½″) heel with
non-marking soles and without platform
• BSS tie
• Grey long socks or grey tights
• Underwear should be an appropriate
colour for wearing under a white blouse and not be visible
• Jewellery, which may include a ring, a religious necklace, watch, small studs or small
(1.5 cm diameter or less) hoop earrings, clear or neutral nail polish and BSS pins
School Uniform Does Not Include
• visible makeup
• visible tattoos and body piercings
• bracelets
Physical Education Uniform
STUDENT LIFE
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BSS P.E. shorts (black or burgundy)
BSS sweatpants, BSS sweatshirt OR BSS track suit
BSS golf shirt OR BSS grey t-shirt
white sport socks
running shoes
plain black one-piece bathing suit
flip flops and goggles
CODE OF CONDUCT
Athletic Team Uniform
The BSS tracksuit is mandatory for all team members.
Dance Uniform
Grade 7/8: The BSS PE Uniform may be worn for dance class. Dance shoes are NOT
required.
Grade 9 to 12: plain black dancewear (pants, shorts, leggings, tights and a tank top or
a sleeveless leotard/ bodysuit). Students will require pink ballet slippers and black leather
jazz shoes (split sole preferred; no dance sneakers). For the ballet unit, all students will
require pink ballet tights and a black sleeveless leotard. Skirts are optional.
Theme Day Attire
Smart casual dress or costumes are to be worn on theme days. Theme day attire DOES
NOT INCLUDE:
• pants worn below hips;
• skirts where length is shorter with arms held against their side;
• midriff showing (top must meet the bottom);
• spaghetti strap/low cut tops/halter tops (girls tops must pass the “four finger rule”
across the top of the shoulders);
• sweatpants;
• ripped pants or tops;
• undergarments showing.
Purchasing The Bishop Strachan Uniform
STUDENT LIFE
Beattie’s Uniforms
Brown’s Shoes Olly Shoes
453 Eglinton Ave W
Bayview Village Mall
2600 Yonge Street
Toronto (416) 481-4459
Eaton’s Centre
Toronto, ON M4P 2J4
www.beattiesonline.com(416) 487-3100
Beattie’s Uniforms will be carrying the school uniform as well as an approved Oxford
shoe.
CODE OF CONDUCT
Brown’s Shoes carries four styles of Oxfords that meet the BSS requirement. There is a
Brown’s Shoes store at Bayview Village Mall and at the Eaton Centre. The shoes will be
available in their stores beginning July 15. BSS parents should identify themselves as
such and they will get a 10% discount (a letter on BSS letterhead will suffice).
Olly Shoes on Yonge Street will give parents a 10% discount on black school Oxfords
and athletic shoes. Students can also receive a 10% discount in the store year-round.
STUDENT LIFE
There are a variety of other stores that also carry Oxfords that meet the BSS requirement. Oxfords are tie shoes with two to six holes. They are made of leather or a synthetic material and can be polished. They should have a heel of no more than 3.5 cm (1-½
inches), and should have non-marking soles.
CODE OF CONDUCT
BALANCED, APPROPRIATE AND SAFE USE OF TECHNOLOGY (BAS)
PHILOSOPHY
The Bishop Strachan School is committed to maintaining an environment that embraces
a balanced, appropriate and safe approach to technology use. Technology can easily be
relied upon too heavily, or used too frequently where face-to-face interaction is preferred
or more appropriate. This policy was envisioned to provide guidance to all members of
the BSS community, as well as to be a reminder to ensure that all technology interactions
serve an authentic purpose, and don’t diminish our face-to-face interactions.
This approach includes ethical and legal use of technology that is respectful of the
privacy of others and adheres to the standards of behaviour outlined in The BSS Code
of Conduct.
Monitoring
•B
y using BSS-owned technology or the school’s network, students acknowledge
and agree that they do not have a reasonable expectation of privacy. IT has access to
the school’s network and technology, including email. The school has the right, but
not the obligation, to inspect any computer or other technology, whether owned by
BSS, and to monitor the use of online communication and any of the technology,
whether owned by BSS, including, but not limited to, inspecting the contents of email
messages. Users will not necessarily be notified when such inspection or monitoring
is to take place, taking place, or has occurred. In certain situations, the School may be
compelled to access, read, copy, reproduce, print, retain, move, store, destroy and/or
disclose messages, files or documents stored in or sent over its network or technology,
such as in the course of regular maintenance of the network or technology; as part of
litigation or similar proceedings; or where the school has reason to believe that the
network or technology is being or may be used in violation of this policy. The school
reserves the right to inform appropriate law enforcement authorities or other officials
of any offences or possible offences under the Criminal Code or other statutes.
CODE OF CONDUCT
RESPONSIBILITY OF THE STUDENT
Balanced
It is expected that all students will:
• during class, use technology only for school purposes.
• check BSS email and any classroom announcements daily for important notices from
teachers/staff.
• print responsibly using double-sided and black ink where possible.
Appropriate
• demonstrate appropriate online conduct and manners at all times.
• inform themselves of, and obey, copyright, licensing and other applicable laws. If in
doubt, discuss with parents/guardians or teachers and the IT department.
• not engage in any inappropriate or unlawful activity, whether pursuant to a law, rule,
guideline or policy, including, but not limited to, cyber-bullying, child pornography, defamatory libel, hacking, harassment, hate propaganda, intellectual property
infringement, interception of private communications or electronic mail, obscenity,
and unauthorized collection, use or disclosure of personal information.
• care for and secure personal electronic devices.
• care for all BSS-owned technology, including printers, laptops, desktops, loaners, iPads, cameras, network ports, phones, etc.
• maintain a complete record of electronic device brand, model, serial number and
purchasing or leasing information.
• ensure the student device is charged and the student has a personal power supply
available; these items will not be loaned by IT.
• bring electronic devices to school when required; loaner equipment will be provided
for class assignments when necessary for Grades 9 - 12.
• not use the school network to download, store or share, whether on BSS-owned technology, media files, including, but not limited to, music and video files not intended
for school use.
CODE OF CONDUCT
• r emove all BSS-owned and licensed software upon graduation or leaving the school.
• follow any emergent guidelines provided by IT department or teachers.
Safe
• not share electronic authentication, such as passwords with anyone other than
parents/guardians and teachers/staff as required.
• inform a teacher as soon as possible of inappropriate or disrespectful material.
• eep electronic device software current, especially operating systems and anti-virus.
• ensure the school-provided virus scanner software is installed and functional, and
report any viruses immediately to the BSS IT HelpDesk (whd.bss.on.ca); other
anti-virus software should never be installed.
• ensure that all files are backed up on a daily basis. Any files or data lost because they
were not backed up properly cannot be recovered.
• forward unsolicited messages of a harassing or offensive nature to the Principal, Senior
School (aterpstra@bss.on.ca) or Vice Principal, Student Life (jsullivan@bss.on.ca).
• never open messages from unknown sources or messages with suspicious attachments.
Forward messages with suspicious attachments to the Assistant Head, Technology
and Innovation at mvanacker@bss.on.ca.
LAPTOP AND BYOAD (BRING YOUR OWN APPLE DEVICE) PROTOCOL
BSS is constantly researching technologies and processes in order to provide the best
possible tools to support student learning. For the last several years Apple has been our
platform of choice for a variety of reasons, including software availability, security (not
limited to just Apple security), licensing, hardware compatibility and streamlining of
support.
BYOAD
At BSS, students from Grades 4-8 can bring in their own Apple device. While not mandatory, students will be able to use their own Apple devices in the classroom to access
the BSS network and other resources, both online and local. In addition, students will
CODE OF CONDUCT
be able to download BSS-licensed software from a self-serve site that is tracked for use
during their time as a student at BSS. The school will provide software support for issues that may come up. Students and parents are responsible for repairs and associated
costs. Loaners will not be provided while a student device is in repair; however, there
will be classroom technology available to students. All Balanced, Appropriate and Safe
Use Policies are applicable to the BYOAD program. The school will provide a technology learning session for all students focused on care, security, and personal and social
responsibility of using technology.
Balanced
The usage guidelines regarding laptops and BYOAD allows for a great deal of flexibility
with respect to how individual teachers or departments create expectations and manage
their classrooms. The decision to implement agreements for device usage is entirely at
the teacher’s discretion, and may include rationale such as appropriateness to the task,
behaviour concerns and pedagogical alignment.
• Students are expected to respect and adhere to any and all such agreements on the
use of devices including, but not limited to laptops, mobile devices (e.g. tablets,
cell phones), wearables (e.g. smart watches, fitness trackers) and any other devices
(e.g. cameras, calculators).
• Agreements may include, but are not limited to: time-of-day based (e.g. “no-tech
lunch periods”), location based (e.g., no laptops in washrooms), device based
(e.g. no cell phones in a particular class) or function/application-based (e.g., no
texting or no internet).
Appropriate
• If an electronic device should go missing, students should first check with peers,
teachers, and the BSS IT department in Room 232.
• If the electronic device has not been found, students should contact the Vice
Principal, Student Life, who will contact the student’s parents/guardians.
• Students must respect copyright and fair dealing guidelines. A hyperlink to outside
sources is recommended.
CODE OF CONDUCT
• S tudents must be sure that the content is appropriate and adheres to the BSS
Balanced, Appropriate and Safe Use Policy when using a hyperlink.
•
Students must avoid plagiarism. Materials, including photographs, should be
referenced, when necessary.
• Students should select appropriate images when uploading digital pictures or avatars.
• Students should avoid using protected images, images used should be available under
Creative Commons or your own.
• Students should whether any posting may reflect poorly on the student, friends or
the school.
Safe
• S tudents must either have their electronic devices with them or locked in their
assigned locker; electronic devices must never be left unattended.
• Backpacks found in hallways will be picked up by staff and brought to the Middle
School or Senior School Principal.
• Electronic devices must not be left in lockers over long weekends, holidays, March
Break or summer vacation.
• Students are strongly encouraged to carry their electronic devices inside a padded
backpack designed for electronic device protection.
• Students must have a passcode on their devices to prevent unauthorized access.
• Students’ personal information, including last names, telephone numbers, addresses,
birthdates and pictures should not appear on school blogs or wikis.
• School staff should be alerted if any student is being threatened, intimidated or
bullied online.
CODE OF CONDUCT
SOCIAL MEDIA GUIDE
This Social Media Guide outlines The Bishop Strachan School’s principles and
expectations regarding social media. It will serve as a general set of ethical principles and
guidelines for faculty, staff and students regarding their conduct using social media
while connected with the school.
The use of social media includes ethical and legal use of technology, tools and platforms
that is respectful of the privacy of others and adheres to the standards of behaviour
outlined in The BSS Code of Conduct and Employee Handbook and is consistent with
the Vision, Mission and Values of the school.
While the school does not actively monitor social networking sites, the school will
investigate specific allegations of inappropriate communication; bullying, harassment
or defamation linked to postings on social media sites and will take appropriate disciplinary action where necessary. It is an expectation that any member of the BSS community who becomes aware of inappropriate communication, bullying, harassment
or defamation on social networking sites related to a member of the BSS community
will inform the teacher/Assistant Head/Principal/Head/Manager who will determine
what, if any, action is warranted.
At BSS, we realize that part of 21st century learning is adapting to the changing methods
of communication. The importance of teachers, students and parents engaging, collaborating, learning, and sharing in these digital environments is a part of this learning.
Balanced
•O
nline behaviour should reflect the same standards of honesty, respect, and consideration that are used in traditional and face-to face communications, and be in
accordance with the highest professional standards.
• Everyone should be mindful of the permanency of content published on social media
sites. All content posted online remains online, even if deleted.
CODE OF CONDUCT
•P
osted comments or online conversations on social networking sites are public. Even
with the strictest privacy settings, online postings should be within the bounds of
professional discretion. Comments expressed via social networking pages deemed to
be private conversations, may still end up being shared in a more public domain, even
with privacy settings on maximum.
• The BSS Code of Conduct must be followed when writing online. It is acceptable to
disagree with someone else’s opinions; however, it must be done in a respectful way,
making sure that criticism is constructive and not hurtful. What is inappropriate in
the classroom is inappropriate online.
• Before posting personal photographs and video, thought should be given as to whether
the images reflect on the impression that you want to put out to the world.
• Parents should read and participate in social media projects with their daughters
when advised by teachers.
Appropriate
•A
user’s public online identity should represent that user in a genuine and accurate
manner. Should users post news, views or opinions via social media, they must be
aware that they are representing themselves in public and should do so in a manner
that befits their role as an employee or student at The Bishop Strachan School.
• BSS students are personally responsible for the content they publish online and
activities must adhere to the BSS Code of Conduct (for students) and the Balanced,
Appropriate and Safe Use of Technology Policy set out in the Employee Handbook
(faculty and staff ).
• BSS community members must be aware of the responsibility and accountability that
they must assume when using social media tools.
• Any school use of social media applications must first be approved by the Principal,
Junior School, Middle School or Senior School. Identification of what does/ does not
qualify as social media tools can be confirmed by the BSS Integrators.
• Before posting photographs and video, permission should be sought from the subject(s).
• Students’ photographs and videos may be posted only on school-sanctioned blogs,
CODE OF CONDUCT
•
•
•
•
•
•
•
websites, wikis or other social media spaces, and only when a parent/guardian has
signed a photo waiver issued by the school.
Photographs and video relating to harmful substances/ activities are inappropriate,
unless permission has been given by the teacher. School social media sites are an
extension of the classroom and should always reflect professional conduct.
Social media contact requests may be accepted from alumnae over the age of 18.
Teachers must monitor content contributed by students. For assistance on how to
monitor, teachers should contact BSS IT Integrators.
Parents should expect communication from teachers prior to their daughter‘s involvement in any project using online social media applications.
Parents should not use classroom social media sites for any illegal activity, including
violation of data privacy laws.
Parents should not upload or include any information that does not meet the Student
Guidelines.
Be transparent and authentic. Use your true identity at all times.
Safe
•A
nyone with a social media profile or presence should regularly monitor and
update their privacy settings to safeguard personal and private information, including
photographs and videos.
• Personal information should not be given out. This includes, but is not limited to, last names,
phone numbers, addresses, birthdates, and pictures without permission of the subject.
• Micro blogging comments made using social media are not protected by privacy
settings. Students and staff should be aware of the public and widespread nature of
such media and refrain from any comment that could be deemed unprofessional or
inappropriate.
• Parents should not distribute any information that might be deemed personal about
other students.
With excerpts taken from http://socialmediaguidelines.pbworks.com/w page/17050879/FrontPage
CODE OF CONDUCT
TECHNOLOGY INFRACTIONS
Serious infractions and issues of security will result in consequences as listed in the BSS
Code of Conduct. It is considered a serious infraction to:
Appropriate
• u se or change another student’s login/password, share a login/password with another
student or external user, or access another user’s device or materials without their
permission.
• send or display any unlawful, harassing, bullying, threatening, harmful, obscene or
otherwise objectionable material of any kind through electronic media, mobile or
wireless device.
• create a web page, blog or social media account in which the creator assumes the
identity of another person.
• use personal websites or any electronic/communication media device in a manner
which violates the privacy or reveals the identity of anyone in the BSS community.
• use network resources in a way which denies access to others
• knowingly infect a digital device with a virus, spyware or other malware program or
install a program that is known to cause such infections
• share or download media files or software in a manner which violates copyright law
or licensing agreements.
• compromise the safety or security of anyone in the BSS community through the use
of electronic media; this includes, for example, displaying pictures which could identify students or giving out personal information of any kind.
• eat or drink near any mobile device, desktop or printing equipment
• drop devices (including those in a protected backpack) or jam books against electronic devices in backpacks
• engage in an activity that violates any law, rule, guideline or policy.
• misappropriate the online identity of the school or any member of the school
community
CODE OF CONDUCT
The Bishop Strachan School is committed to providing the school community with a
safe and secure environment for living and learning. This includes having clear policies
regarding the issue of substance use. It is the responsibility of the Head of School and
the Board of Governors to develop and approve a policy that outlines the consequences
when students fail to adhere to the policy, but also to provide support for students who
require and ask for support.
All members of the school community including parents/guardians, students, faculty,
administration and members of the Board of Governors are responsible for ensuring
they are familiar with these policies.
The Harmful Substances policy is to uphold the Ontario Law and is in place at all times
throughout the student’s time attending The Bishop Strachan School. This includes
school trips, representing the school in any activity or at any other time where the
student is identified as a student representative of BSS. Any reference to “parents” also
includes guardians or student supporters.
The school’s policy will include outside treatment, support and if necessary, disciplinary
action. The protocols are designed to:
• a ssist securing preventative intervention before substance use becomes a dependent
health problem;
• provide disciplinary and non-disciplinary approaches to intervention;
• require professional evaluation of a student through Substance Abuse Subtle Screening Inventory (SASSI) when a concern about use of a substance is identified. The
assessment will be used to determine a student’s level of risk and set forth recommendations for treatment;
• provide a way for a student, parent, guardian, peer, or community member to
address concerns about alcohol and other harmful substance use that does not require
participation in the school’s disciplinary system.
>
CODE OF CONDUCT
#THEBISHBUZZ
#SCHOOLISNOPLACEFORDRUGSORALCOHOL
#NODRUGSORALCOHOLATANYSCHOOLEVENT
#BESMARTTHINKSMART
For the purpose of this policy:
The term “Harmful Substance” means all illegal drugs, alcohol, any mind or mood-altering substances other than alcohol, tobacco and over-the-counter drugs taken for
medical purposes and medicinal substances prescribed by a licensed medical practitioner for use by a student.
In The Presence Of…
Students who are in the presence of others who are using Harmful Substances must
remove themselves from the situation or they will face the same consequences faced
by the primary offender. If the primary offender is a provider, those in the presence of
the provider will be treated under the use or possession protocol. Students who find
themselves with another student in need of medical assistance because of substance use
must seek adult help immediately. There will be no disciplinary action taken against the
reporting student.
The Ontario Law
Ontario law prohibits anyone under 19 years of agºe from having, consuming, purchasing,
attempting to purchase or otherwise obtaining liquor, except in a home or private
place and then only if the alcohol has been provided by that person’s parent or lawful
custodian.
Ontario Law prohibits the sale or supply of tobacco to a person who is less than 19 years
of age. In addition, it is illegal to smoke tobacco or hold lighted tobacco in a number of
specified public places, including an Ontario school.
CODE OF CONDUCT
The Ontario Liquor Law can be found in Appendix 1 on Page 108.
Parents/Guardians and Students
Parents/Guardians have the primary responsibility for the education, discipline, supervision and counselling of their children.
•A
ttendance at BSS is a privilege, not a right.
• Parents/Guardians and students must accept their responsibility to abide by the BSS
Code of Conduct.
• Parents/Guardians who provide or facilitate alcohol consumption by students other
than their own child may be charged under the Criminal Code, face civil action and
consequences from the school if they are connected to The Bishop Strachan School.
• Parents/Guardians who provide or facilitate harmful substance consumption by
students other than their own child may be charged under the Criminal Code, face
civil action and consequences from the school if they are connected to The Bishop
Strachan School.
The Bishop Strachan School
The Bishop Strachan School is responsible for instituting and enforcing policies that
ensure a harmful substance-free environment and the best conditions for learning.
Students, Parents/Guardians and all other members of The Bishop Strachan School
community should not tolerate the providing of, intent to provide, the possession or
use of a harmful substance including drugs, alcohol and tobacco by students.
•C
ommunication: Students, parents, staff and administration will be informed of
these policies through one or more communication vehicles. These may include
school publications, The Thread, staff meetings, and other community gatherings.
• Education: Information to students will be provided through the health and physical
education curriculum, TAG curriculum, the Wellness Centre, external resources
(including appropriate speakers, videos, and productions), Student Services Department, and student-driven initiatives.
CODE OF CONDUCT
•T
raining: Training will be provided for faculty, staff and leadership with a view to
ensuring consistency in dealing with substance use issues.
• Identification and Intervention: The Bishop Strachan School will attempt to help a
student who may be suspected of being in conflict with these policies.
• Counselling: External counselling resources will be identified and publicized. Any
staff member approached by a student for assistance concerning harmful substances
including drug, alcohol or tobacco issues must consult with the Principal, Middle or
Senior School. The school’s health professionals or Student Services counsellors will
be consulted as the Principal, Middle or Senior School deems necessary.
Consequences and Support
When a student is found to be in violation of the policy prohibiting involvement with
harmful substances, the situation will be assessed according to the protocol set out by
The BSS Code of Conduct. Disciplinary action for Harmful Substance policy infractions will take priority over all co-curricular commitments.
Non-Disciplinary Resources and Support
Students who wish to receive information, support, or counselling regarding substance
use have several options at BSS. Resources are available to students who wish to discuss
concerns about themselves or wish to share concerns about peers.
The following options are available to students outside the discipline system:
• Speak to a faculty member. Students may choose to confer with a teacher,
guidance counsellor, school nurse, boarding staff member, TAG advisor, faculty
advisor, or coach. The staff member will consult with the Assistant Head, Senior
School to decide on appropriate recommendations;
• Speak to the Director of Student Services, the Wellness Centre staff, or guidance
counsellor. Students may visit the Wellness Centre or the Student Services Office to
ask for information for a referral to a professional in the local community.
CODE OF CONDUCT
PROCESS FOR SIGNING AND RETURNING BSS CODE OF
CONDUCT FORM
The BSS Code of Conduct document is located in the Student Handbook, posted
on The Thread and in the student Agenda. All students in Grades 7 to 12 are expected
to review the document with their parents/guardians. All students will also review
the BSS Code of Conduct at a TAG session in September. Please print and complete
a copy of the Code of Conduct form (posted with the other Back-to-School info on
The Thread) and return it to the school, attention to the Front Office, by Thursday,
September 10, 2015.
BSS CODE OF CONDUCT
2015-16
I have read The Bishop Strachan School Code of Conduct and the accompanying definitions, policies, explanations of expectations and consequences for failing to meet the
stated expectations.
I understand and agree to abide by The BSS Code of Conduct. I also agree to abide by
the COSSOT School Protocol for any COSSOT function I attend.
_______________________________
Student’s Name (Please Print)
________________________
Date
_______________________________
________________________
GradeHouse or Form
[Sample only - do not sign this copy – see Form in package]
_______________________________
Signature of Student
As a partner in my daughter’s education, I support her efforts to uphold the BSS Code
of Conduct and clearly understand my responsibilities as a parent to work with my
daughter and the school to ensure a positive, learning experience.
[Sample - do not sign] _______________________________
________________________
Signature Parent/Guardian
Date
APPENDIX 1
ONTARIO LIQUOR LAWS
The use of alcohol by young persons is a matter of common concern. Parents and students should be aware of the following provisions of the Liquor Licence Act of Ontario.
Section 30:
30 (1)No person shall knowingly sell or supply liquor to a person under nineteen
years of age.
30 (2)No person shall sell or supply liquor to a person who appears to be under nineteen years of age.
30 (8)No person under nineteen years of age shall have, consume, attempt to purchase, purchase or otherwise obtain liquor.
Supply by parent
(13) This section does not apply,
(a) to the supplying of liquor to a person under nineteen years of age in a residence
as defined in section 31* or in a private place as defined in the regulations by a
parent of the person or a person having lawful custody of the person; or
(b) to the consumption of liquor by a person who is supplied liquor in a manner
described in clause (a), if the liquor is consumed at the place where it is supplied. R.S.O. 1990, c. L.19, s. 30 (8-13).
*31(1) In this section, “residence” means a place that is actually occupied and used as a
dwelling, whether or not in common with other persons, including all premises
used in conjunction with the place to which the general public is not invited
or permitted access, and, if the place occupied and used as a dwelling is a tent,
includes the land immediately adjacent to and used in conjunction with the tent.
GETTING INVOLVED
GETTING INVOLVED
CO-CURRICULAR PROGRAMS
The Signature of a BSS Girl encourages students to reach their full potential by developing
proficiency in the seven attributes: curiosity, self-awareness, grit, voice, leadership,
ethical citizenship and growth mind-set. Developing these attributes promotes overall
well-being, and encourages the development of the whole girl; their social, emotional,
spiritual, creative and physical development. The co-curricular program at BSS provides
a myriad of opportunities for students to build on these attributes and further their
academic growth in areas of interest outside the classroom. Co-curricular activities also
provide students with the opportunity to develop relationships with their peers, faculty
and staff outside the walls of the classroom. Students can select co-curricular activities
they wish to pursue and explore areas for which they have a particular passion. Being
involved in the life of the school promotes engagement with other students, faculty and
staff and helps to create and maintain a dynamic community.
Achieving Balance Guidelines for Co-Curricular Involvement at BSS
Fostering involvement in Athletics, the Arts, Philanthropy, Service Learning,
Outdoor Education and Leadership is part of our commitment to developing the seven
attributes outlined in the Signature of a BSS Girl. BSS offers an array of different cocurricular activities to meet the varied interests of our students. BSS encourages students to
participate in co-curricular activities selflessly and to engage in activities that promote
ideal qualities of good citizenship, initiative, dedication, loyalty, integrity, commitment,
resilience, self-discipline, leadership and cooperation.
Below is a list of guidelines for co-curricular involvement at BSS:
• We encourage students to seek opportunities and to be involved in all aspects of
school life.
• Students should balance and consider all commitments: academic, athletics, arts,
clubs, ambassador, councils, other leadership opportunities, service learning,
employment, tutoring and private lessons, when choosing their activities.
• Students should be mindful not to double-book activities or events.
GETTING INVOLVED
• I n order to facilitate the decision-making process, students are encouraged to seek
advice from parents, faculty, Student Services counsellors and homeroom teachers,
or TAG advisors.
• Athletics will continue to run in three sessions (fall, winter and spring).
• Coaches have mandatory practices and games/meets in which students are required
to participate in order to stay on the team.
• Music ensembles meet weekly and run for the length of the school year.
• Service Learning opportunities will have varying time commitments. Go and Serve
(GAS) days run monthly.
• Drama productions run throughout the year. Audition times will be clearly posted.
• Academic teams meet weekly and run throughout the school year.
• Other opportunities, such as youth conferences and Me to We Day, will
occur throughout the year. These groups will meet regularly with clearly laid out
expectations.
Schedule of Co-Curricular Activities (next page)
Students can use the following chart to manage their time. If two activities are meeting at the same time, students
will need to prioritize and make decisions about which activities they will commit to join. While athletics follows this
schedule, games are not regularly scheduled. The schedule below is a sample of when co-curricular activities practice or
rehearse. Students are strongly encouraged to speak to coaches and advisors to ensure that conflicts do not arise.
AM
AM
AM
AM
AM
Jazz Band
Chamber Choir
Athletics
Senior Choir
Athletics
Folk Group
Athletics
Senior Band
Senior Strings
Athletics
Teacher Meetings
JS Athletics
LUNCH
LUNCH
LUNCH
LUNCH
LUNCH
Council Meetings:
Academic (LC)
Arts (137)
Chapel (205)
Communications (178)
Environmental (213)
Events (226)
Global Awareness
(208)
Grad Council (223)
House Head (230)
Middle School
Advisors (179)
Senior School (234)
Service Leadership (238)
Sports Co’s (241)
Wellness Council
(224)
Prefect Meeting
Prism/Photography
CSB
Middle School
Council
Global Ideas
Speaker’s Union
Model UN
Folk Group
Math Olympics
AP French
Middle School
Strings
MS Show Choir
MS Strings
(Jan–Mar)
MS Band (Jan–Mar)
PM
PM
PM
PM
PM
Athletics
Theatre Rehearsals
Robotics
DECA
Senior Band
MS Play ( Jan–Mar)
Athletics
Middle School Band
Robotics
Theatre Rehearsals
Pit Band
GSA
Senior Strings
DECA
Athletics Games
(travel)
Theatre Rehearsals
MS Show Choir
Athletics
Theatre Rehearsals
Clubs
Senior Choir
Athletics
Robotics
Global Trips
Chamber Choir
Nativity
MS Drama Club
(Apr-June)
Students are encouraged to work with their homeroom teachers, or TAG Advisors using the chart below to
determine an appropriate co-curricular balance for their school year.
CO-CURRICULAR TIMELINE 2015-2016
Term One
Term Two
Term Three
Grades 9 - 12
ATHLETICS
U15 CAIS Soccer Tournament
October 4 to 7 (on wait List)
CAIS Senior Soccer Tournament
October 14 to 18
CAIS Senior Field Hockey
October 16 to 18
Championship Week
October 28 to 31
OFSSA Cross Country
November 7, Collingwood
U13 Vball Tournament at BSS - Nov. 19
U12 Vball Tournament at BSS - Nov. 22
Jr. Vball Tournament at BSS - Jan. 7
Hockey Day - Feb. 3 or 4
Alpine Ski Team OFSSA Qualifier
Feb. 5
Hockey Semi - Feb. 18
U14 Swim CISAA Championships
Feb. 18
All CISAA Semi-finals and Swim/
Hockey Championships - Feb. 25
CISAA Finals - Feb.27 to 28
CISAA Track And Field Senior
May 12 to 13
Playoffs U14 Softball
May 13
All CISAA Finals and
Championships - May 20 – 22
ACADEMIC TEAMS
Speakers’ Union
IISPSC, October 23 to 26
The York School
Oxford Cup Qualifier at Havergal
College, October 31 to November 1
Fulford
Friday, November 6 Ashbury College
Saucer at RSGC, November 7
Ontario Qualifier
November 17, Appleby College
Speakers’ Union
Fulford – Branksome Hall
Model UN
October - UCC
November – Montreal
Model UN
January - U. Penn.
March – New York
Speakers’ Union
Fulford – TBD
Ridley Novice Tournament, April 16
Nora McRae Public Speaking
ACADEMIC TEAMS CONTINUED
DECA
Fall Symposium
Monday, September 28
Online Exams
Wednesday, October 28
Hamilton Regional Competition
Tuesday, November 3
DECA
Written Event Paper and Online
Submissions to Turnitin.com
Friday, January 15
Annual DECA Ontario Provincials
Sunday, February 7 - Tuesday,
February 9
Case Competitions
Case Competitions
Case Competitions
Crescent Business Case CompetiSt. Clements Case Competition
tion November 22
April 11
Ivey Case Competition
Saturday, January 30 London Ontario
Branksome Hall Case Competition
January 14
Robotics
VEX Competition - November
FLL Competition – December
Robotics
VEX Competition - February
Math Society
Math Society
DECA
Pre-ICDC meeting
Sunday, April 3,
ICDC in Nashville, Tennessee
Thursday, April 21 to Thursday,
April 28
Math Society
PERFORMING ARTS
Musical – rehearsals
SS Musical
January 27 to 30
Grade 8/9 Play (UCC)
February 26 -28
Nativity
Nativity – December 9 and 10
Festival of Carols
November 27
Senior Band, Choir, Strings
Fall Play
November 25 to 28 (UCC)
Classical Play (UCC)
February 17 to 20
BSS Music Night Spring Concert
April 20 – Sr. Band, Choir, Strings
BSS Arts Night – April 27
BSS Dance Show
April 27
CLUBS
Prism – Photography and Film
Spectrum
Spectrum
Spectrum
Moral Courage/Global Ideas
Moral Courage
Moral Courage
Global Ideas/Munk Institute
Art Club
Art Club
Symposium April
Art Club
AP French
AP French
AP French
SERVICE LEARNING AND GLOBAL TRIPS
Horizons
GAS Days
Horizons
GAS Days
Horizons
GAS Days
Dignitas
Me to We Day
Thursday, October 2
Global Trips
Global Trips
OUTDOOR ED
Gr. 9 Rock Climbing
October 16 to 18
Gr. 11 and 12 Hike
November 20 to 23
Gr. 10 to 12 Dog Sled
January 14 to 18
Gr. 7/8 Winter Trip & Gr. 9 Dog
Sled, January 29 to 31
Gr. 9 Cycling Trip, April 29 to May 1
Grade 7, 8, and 9 Canoe Trip
May 13 to 15
GETTING INVOLVED
The school’s vision is that BSS will be an inspirational force for women to reach their full
potential as transformative leaders. But what is leadership and how does BSS develop the
leadership potential for all of its students? Leadership is the ability and responsibility of
inspiring and motivating others to act in particular ways toward a larger vision. It includes
acting as a role model for others in both quiet and public ways. Our goal for leadership is to
provide our students with the skills and understanding required to know that by exercising
their own leadership, their actions can have a positive impact on the world around them. At
BSS, a leader is a person who is aware of the world around her, perceives a need for change
and acting upon it herself inspires others. Does that mean BSS students can transform the
world? Perhaps, but first she has to truly understand who she is, what she stands for, and how
she can have an impact. That is the essence of leadership.
Signature of a BSS Girl
STUDENT LEADERSHIP
The Signature of a BSS Girl documents the seven attributes that form the framework
for each girl to build on her strengths to develop her whole self. These attributes are the
basis for both curricular and co-curricular learning opportunities and experiences that
all students will experience in their journey through the school. Leadership is one of
these attributes and it will ask the girls to take action and inspire change. Girls will be
provided with opportunities and experiences to develop into leaders in two realms: self
as a growth mindset and self in relation to others and the development of what it means
to be an ethical citizen.
Self (Growth Mindset)
• The student understands that leadership is doing the right thing, and she asserts her
leadership by taking purposeful action.
• She understands that leadership comes in many forms; formal and informal, quiet and
public, leading and following.
GETTING INVOLVED
• S he recognizes the difference between leading and managing, where leadership means
having the big picture not just executing the details. Her stance is that of a continuous
learner.
• She takes responsibility for her footprint in the world.
Self in Relation of Others (Ethical Citizenship)
• The student understands that healthy, reciprocal relationships are fundamental to
becoming an effective leader and she knows that her success is tied to her ability to
build capacity in others.
• She understands that it is crucial for a leader to be dependable, to keep commitments
and to be true to her word.
• She takes an active stance by speaking out and taking action against social injustices
in her communities.
Foundational Pillars
Three pillars provide opportunities for girls to inspire change: School Life, Community
Voices and Civic Engagement and Service Leadership. Inspiring change and taking
action are the foundation for each pillar. Through the program JK to Grade 12, all the
girls receive training and learn about the leadership attributes that will prepare them to
exercise their developing skills through these pillars.
STUDENT LEADERSHIP
School Life – BSS creates a welcoming community for all students. All students have a
sense of belonging, get involved, and develop their own interests and passions.
•C
elebrating all aspects of student life, including athletics, arts, music, drama,
academic teams, outdoor education, and other clubs and teams;
o House and House Events;
o Chapel, assemblies;
o Internal BSS volunteering, peer tutoring
o Contributing in a positive way to the community, e.g., anti-bullying, GSA
o Student Councils
o Spirit-raising events
GETTING INVOLVED
Service Leadership – BSS explores making a tangible difference by giving time and
money to groups and organizations.
• Students propose Service Learning and philanthropic projects to the council,
preferably projects with a long-term focus.
• Girls explore areas of interest and passion and partnering with others;
• Girls develop a reciprocal relationship where both benefit from the experience.
• Legacy projects like Trick or Eat, Run for a Cure, and Holiday Love will continue as
supported by the students on the committee.
• Students propose, plan and run events.
• Organize GAS Day events.
• Participate in global service experiences
Community Voices and Civic Engagement – Social Action and Exploration: BSS in
the local, national and global communities making a difference.
STUDENT LEADERSHIP
•W
orking to make a difference in the civic life of our communities;
• Making a difference by investigating laws, policies and perceived injustices, (locally
and globally).
• Being a morally and civically responsible person by recognizing themselves as part of
a group.
• Changing laws and policies, politics, governments, social justice.
• Being involved in looking at local issues and public policy.
• Engaging in municipal outreach projects.
• Bringing community into the school.
GETTING INVOLVED
StudentLife@BSS
School Life – BSS creates A welcoming community for all students. All
students have a sense of belonging, get involved, and develop their own
interests and passions.
ACADEMIC TEAMS
DECA
What is DECA? DECA is more than competitions, blazers and medallions! And, the
only way a student can find out about DECA is by participating. DECA is a fun way of
developing decision-making and communication skills. It gives students the opportunity to
have hands-on experience in marketing, business, and entrepreneurship activities. Students do not need to have taken any business courses to participate in DECA; in fact,
many students join DECA for the experience and networking opportunities.
STUDENT LEADERSHIP
Sample Activities: Participate in role-plays by reading a short case study and
preparing a recommendation. Research a company, such as Lululemon, and propose
a new marketing strategy to appeal to a new demographic. Create and develop an
entrepreneurial idea. Investigate and design an International Business Plan. Develop a
Fashion Merchandising Promotion Plan for a company, such as Michael Kors. Compete
in a Stock Market competition or a Virtual Business competition. Almost all professions require teamwork, decision-making, and communication and presentation skills.
The activities that make up the weekly DECA meetings are focused on these skills and
preparing students to compete in DECA competitions.
Expectations and opportunities: Club members are expected to attend meetings and
prepare for and attend the Regional and Provincial competitions. Students who excel
at the Regional and Provincial competitions will have the opportunity to attend the
International Competition.
GETTING INVOLVED
Model UN
Model UN is an opportunity for Middle and Senior School students to learn about the
workings of the actual United Nations based in New York City. Students who have an
interest in, or concern about, countries and global issues are encouraged to
participate in this activity. Model UN, as the real United Nations, has many facets, and
different committees provide a wider range of experiences. Every student is encouraged to
participate in as many conferences as she can during her years in Model UN.
Robotics
The BSS Robotics program runs on two different platforms. Students in Middle
School compete in the First Lego League competition. This competition is designed
to get students excited about science and technology. Students on this team will learn
how to build, design and program Lego robots and they will also collaborate as a team
to develop a product or system to solve a new task created each year for the competition.
Students in Grades 9 to 12 compete in the VEX Robotics Competition which was
developed and engineered with co-curricular robotics teams in mind. Girls on this
team will learn to solve problems, design systems, collaborate with a team, and write
code! If a student is interested in design, robotics, engineering, coding or computer
science she should sign up for the VEXrobotics team!
STUDENT LEADERSHIP
Speaker’s Union
The Public Speaking and Debating team at BSS is a vibrant and active full-year club.
Public speaking and debating skills build confidence and poise, provide lots of practice
for all those oral presentations in academic courses, and give students great opportunities to
visit other schools, other Canadian cities and maybe even other countries. More than
that, it’s fun. Students don’t need any experience. Come to the meetings, learn skills,
make friends, and, when a student is ready she can go to her first tournament, whether that be fun after-school ones or more competitive events, like the Fulford League
debates that bring together 20 Ontario independent schools three times a year, or the
International Public Speaking Competition held every fall in a different location in
Canada or the US.
GETTING INVOLVED
In the club students will learn how to prepare for parliamentary, cross-examination, and
impromptu debates. In addition to various kinds of persuasive speaking, students can
do after-dinner speaking, interpretive reading, radio broadcasts, and, in some contests,
drama monologues. Members of the club attend weekly meetings as well as after-school
training meetings set by the coach before particular tournaments. Many major
competitions are held on Saturdays with transportation provided to out of town locations.
Students may choose to be more heavily involved in some terms and not in others.
Junior Speaker’s Union (Middle School)
The Public Speaking and Debating Team at BSS is a vibrant and active full-year
club. Public speaking and debating skills build confidence and poise, provide lots of
practice for all those oral presentations in academic courses, and give students great
opportunities to visit other schools, other Canadian cities and maybe even other
countries. More than that, it’s fun. Students don’t need any experience. Come to the
meetings, learn skills, make friends, and, when a student is ready she can go to workshops at other schools and then her first tournament. There any many opportunities
through the year to apply these skills in junior competitions, and more experienced
members of the club can also join the senior team for certain events.
THE ARTS
STUDENT LEADERSHIP
Theatre and Dance
There are many opportunities to get involved with theatre during the year, both on and
off-stage. Productions prominently feature students in Grades 7 to 12 and also involve male
actors from neighbouring schools, including Upper Canada College, St. Michael’s College
and Royal St. George’s College. Each year, theatre productions for a range of ages and grades
include a major production (musical or large play), a classical play, the Nativity and a fall play.
There are countless ways to get involved for those who love design or just want to help out
behind the scenes, as all productions and marketing are created by students. Play titles
will be announced over the summer in order to allow some students time to prepare and
GETTING INVOLVED
read the plays, if they choose. There are also unique chances to apply for leadership roles
on major productions in roles such as: director, choreographer, producer, technical director and others. The leadership opportunities will be announced at the beginning of
the year and an application is required.
The Fall Play
This play is directed by a UCC or BSS teacher and takes place at either BSS or UCC on
one of our smaller stages. All BSS and UCC students from Grades 9 to 12 are invited
to audition in September for acting roles. Backstage involvement is at the discretion of
the director.
The Middle School Play
The Middle School Play will take place in early April. Auditions for the play will be held
in January and practices will take place three or four days a week. There are opportunities
for students to be involved, either as actors or in a behind the scenes technical role.
Students in Grades 7, 8 and 9 are eligible to audition for this production. This production
will also be open to students from UCC.
The Nativity (December)
The Nativity, a retelling of the Christmas story in the form of a Medieval Pageant Play,
is an annual BSS tradition that helps to usher in the holiday season. Students in Grades
7 to 12 are invited to sign-up in September for acting roles. Backstage involvement is at
the discretion of the director.
STUDENT LEADERSHIP
The Senior Musical (Winter)
This production is open to BSS and UCC students in Grades 9 to 12. Backstage
involvement is at the discretion of the director. This production is a serious time
commitment for both cast and crew. Students involved in the Senior Play Musical
cannot be involved in the Classical play.
GETTING INVOLVED
The Classical Play (Winter)
The Classical play focuses on a historically relevant play that is a valuable part of the
canon as both study and practice. Most recently it has been directed by a UCC teacher
and performed at UCC. Students in Grades 10 to 12 are invited to audition in September
for acting roles. Backstage involvement is at the discretion of the director. Students
involved in the Classical Play cannot be involved in the Senior Play.
Student-directed One-Act Plays (May)
As part of summative, the Grade 12 drama class directs plays acted by students from
BSS and other schools. Students in Grades 9 to 12 are invited to audition in March for
these roles. Students’ commitment to sports and other co-curricular commitments will
be strongly considered to avoid overloading.
STUDENT LEADERSHIP
ATHLETICS
The BSS Athletic Department believes that athletics is a vital part of the BSS student
experience. It strives to provide opportunities for girls to pursue athletic excellence and a
lifelong passion for sports while developing teamwork, respect, sportsmanship, and pride
in self and BSS. It develops the entire athlete, physically, mentally, socially, emotionally,
and prepares students for competition in real life. This goal will be achieved through
practices and games as the girls learn the values of sportsmanship, teamwork, respect for self
and others, commitment, and integrity. Students strive to achieve their personal best, team
records and championships. The final results of this process will be that the girls see that
effort and competition is more important than victory and will be able to “win with respect
and lose with dignity”. BSS competes in The Conference of Independent Schools Athletic
Association (CISAA), which is a collaboration of 36 collegial independent schools across
Ontario whose mandate is to provide their students with exciting athletic opportunities,
challenging competitive experiences and to teach and demand positive attitudes and respect
for others. Each year, BSS teams enjoy and achieve great success by competing in CISAA
leagues, CAIS (Canadian Association of Independent Schools) tournaments and OFSAA
(Ontario Federation of School Athletic Associations) provincial championships.
GETTING INVOLVED
A chart at the end of this section outlines successes of the BSS Athletics program during
the 2015-16 school year.
Tryouts may be up to four practices before the team is selected. Students are selected
for teams based on commitment, skill level, effort and attitude. Students may sign-up
for teams through the Athletics Communities/Classroom. Attendance at the tryouts
is required if a student-athlete wants to be considered for a team.
Age/Grade Levels
Categorization depends on the student’s age as of September 1, 2015 or current grade.
Generally, the following language is used to identify teams:
Senior - Grades 11 and 12
Junior - Grades 9 and 10
Varsity - Grades 9 to 12
U14 - Grade 8
U13 - Grade 7
U14/U13 - Combined Middle School team
Uniforms and Fees
Students who are successful in making a BSS team will be given a team uniform.
Students are charged a rental fee for the uniform and at other times they may be
required to purchase the uniform. There are also times that there are specific charges.
All fees are outlined on the forms that are distributed at the start of the season and are
also outlined under Student Charges in the handbook.
STUDENT LEADERSHIP
For more information, please contact Ms. King, BSS Athletic Director.
School Teams
The planning for the season is dependent upon the number of students who try out and commit to playing the entire season,
and also the availability of staff and coaches for the sport. The following teams have been scheduled for the upcoming 2015-16
Athletics season, but this is subject to change.
FALL (SEPT-OCT)
WINTER (NOV-MAR)
SPRING (APR-MAY)
Basketball
Sr, Jr, U14 and U13 Teams
Alpine Skiing (Grades 7 to 12)
Golf
Varsity (Grades 9 to 12)
Archery (Grades 7 to 12)
Cross Country
Varsity(Grades 9 to 12)
U13/14 Team
Field Hockey
Senior Grades 11 and 12
Junior Grades 9 and 10
U14 and U13 team
Soccer
Senior (Grades 10 to 12)
Midget (Grades 8 and 9)
U14
Swimming
U14
Badminton
Senior (Grades 11 and 12)
Junior (Grades 9 and 10)
U13/U14
Hockey
Grades 8 to 12 Competitive
Grades 7 to 12 Recreational
Swimming
(only OFSAA bound swimmers)
Volleyball
Sr, Jr, U14 and U13 Teams
Learn to Curl
(Being considered for next year)
Softball
U13/U14
Soccer Varsity( Grades 9 to 12)
Tennis
Senior (Grades 11 and 12)
Junior (Grades 9 and 10)
U13/U14
Track and Field
U14
Ultimate Frisbee
GETTING INVOLVED
Student Coaching Opportunities
Students interested in assisting with a Grade 5 and 6, Under 13 or Under 14 team, speak
to Ms. King or the coach of the team. They will be working with one or two faculty
coaches and will be expected to take on a leadership role at all team practices and games.
Intramural Sports
Different sports tournaments will be held throughout the year in an intramural
format. Students can sign up with friends from any Grade or House. Students can sign
up by contacting the Games Captain or House Sports Co-ordinator with the names
and Houses of team members. Announcements will be made at the start of each new
sport in House or Chapel.
GLOBAL EXPERIENCES
STUDENT LEADERSHIP
BSS is committed to ensuring that our students learn how to be ethical, knowledgeable
and caring citizens. This happens through curricular explorations in all grades, access
to language and cultural learning, and through local, national and international experiences.
Each year, we offer a set of international experiences shaped to develop
competent and knowledgeable students who are aware, curious and interested
in learning about the world. The excursions have different foci (arts, service
learning, cultural learning and outdoor education) but all provide active
enrichment opportunities and reflective learning in areas, such as self-awareness, personal
development and responsibility. Each experience is designed to challenge
assumptions, recognize areas of bias, create a more world-minded perspective and
enhance student engagement. Students are encouraged to extend their academic and
personal learning from the local to the global.
Trips for the 2015-16 school year include Arizona (Grades 7, 8, 9), China (Grades 9, 10,
11,12), Jamaica (Grades 10, 11, 12), Nicaragua (Grades 10, 11, 12) and Moose Factory
GETTING INVOLVED
(Grades 9, 10, 11, 12). Information for all our trips has already been posted on The
Thread and will be sent out in our summer News You Can Use. Please login to the Global
Citizenship section of The Thread, for further details.
Student Exchanges - Overseas
BSS, in conjunction with OSEF, provides students in Grades 10 and 11 with the
opportunity to participate in an exchange program to either France or Spain for six
weeks during the school year. The application process for the 2016-17 exchanges will
begin in November 2015. Students should speak to their French or Spanish teacher if
interested. For further details, refer to the Global Citizenship section of The Thread.
LEADERSHIP
Formal Leadership Positions in Senior School
The Student Leadership Team of 2015-16 is composed of 15 Prefects, 14 House Heads,
12 Middle School Mentors and the Student Life Council Heads. Students in these
elected and appointed positions provide leadership for the entire student body by working with younger students, organizing spirit-building activities and taking on issues of
concern. This structure is under revision and will change in the 2015-16 school year.
STUDENT LEADERSHIP
Head Prefect and Prefects
The Head Prefect is the Head of the Prefects group. The Head Prefect, together with the
prefect team, has the responsibility to develop their vision for the school year ahead of
them within the three pillars of leadership. They will determine how they will:
• create a welcoming community for all students where each student has a sense of
belonging,
•m
ake a difference in the local, national, and global communities and
• explore making a tangible difference by giving time and money to groups and organizations.
As mentors and role models to the student body, they will work to assist other
students to achieve their goals.
GETTING INVOLVED
Head Boarder – Student Don
The Head Boarder is the Head of the Boarder Council as well as a member of the
day school Prefect group. The Head Boarder will work towards the accomplishment
of the vision and goals for the three pillars of the Prefect group within the Boarding
community. The Head Boarder will serve as a mentor and role model to the students
in the Boarding community, and will work to assist other students achieve their goals.
Grad Prefect
As a member of the Prefect Group, the Grad Prefect will work, together with the
prefect team to accomplish the vision for the school year ahead of them within the
three pillars of leadership. In addition to these responsibilities, the Grade Prefect will
coordinate the activities of the graduating class.
House Heads
A House Head serves as a role model for all students in her House. House is a
welcoming, comfortable home for students and teachers, and the House Head plays a
critical role in creating a sense of community within her House, she builds and fosters
relationships with and between all members of the House. A House Head also supports
the life of the school by helping raise spirit, and by promoting respect and involvement
in all aspects of the school.
STUDENT LEADERSHIP
Middle School Mentors
In addition to these positions, many girls develop their leadership potential through
other positions, such as arts and club heads, various co-ordinator and council
positions, Grade 9 advisors, ambassadors and hosts. These positions allow the students
to hone such skills as time management, effective communication and teamwork, while
building their self-confidence. Each student in these positions works closely with a
faculty advisor who helps the student to evaluate and build upon her strengths and
identify areas to improve as a leader as she progresses throughout the year.
GETTING INVOLVED
Council Heads
Council Heads will be elected from within their council. Their role is to determine
the vision for their council and set goals for the school year ahead. Working within the
Student Life pillar, they will work to accomplish the goal of this pillar which is:
• create a welcoming community for all students where each student has a sense of
belonging.
STUDENT LEADERSHIP
Leadership Team Eligibility
Student leaders are role models for the girls in every Grade - JK to Grade 12. As such, it
is important that students meet the following eligibility requirements in order to apply
for formal leadership positions. To apply for a Prefect, House Head or Middle School
Advisor position, a student must:
• be taking a full course load of at least seven credits in Grade 11 (Grade 10 or 11 for
Middle School Advisor, House Head or Council Head);
• be presently maintaining an average of not less than 70 percent;
• be registered for at least six courses in her graduating year;
• be re-registered for the following year with school accounts in good standing;
• be maintaining regular attendance in House, Chapel and class: Students with more
than 20 percent absences or lates in House for any reason (excused or unexcused) will
be considered ineligible. A student deemed ineligible, with extraordinary reasons for
being absent ,will be given the opportunity to appeal;
• have received no suspensions or other serious disciplinary actions in her Grade 11
year;
• be on sports teams for two terms to apply for Games Captain;
• have completed 75 percent of the required Service Learning hours before assuming
a Prefect, House Head or Middle School Advisor role. Should they be selected; it is
highly recommended that these hours be completed prior to applying.
GETTING INVOLVED
Student Leader Eligibility
To apply for any formal leadership role, a student must:
• be re-registered for the following year with school accounts in good standing;
• maintain regular attendance in House, Chapel and class; students with more than
20 percent absences or lates in House for any reason (excused or unexcused) will be
considered ineligible; a student deemed ineligible, with extraordinary reasons for
being absent, will be given the opportunity to appeal;
• have received no suspensions or other serious disciplinary actions in the year in which
she is applying.
Additional Leadership Opportunities
As a school, we are committed to providing an environment that is conducive to leadership
development. Students do not need to have a formal position to develop leadership
skills at BSS. Whether it be in classroom activities, on the sports field, while on an overseas exchange, or in their day-to-day dealings with one another, girls are encouraged to
develop qualities that make one a good leader: responsibility, inclusivity, self-awareness,
organization, confidence and a positive approach to problem-solving.
Leadership Conferences
STUDENT LEADERSHIP
Opportunities exist outside the school for more specialized leadership training.
Prefects are part of the Conference of Single Sex Schools of Toronto Student
Leadership Program which holds leadership workshops throughout the year. The
program also allows students to learn from other bright and motivated young leaders
from other independent schools.
Each year, BSS sends several students to one-day to three-week leadership development conferences across Canada and around the world. Students do not need to hold a
formal leadership role at BSS to attend. If students are interested in participating in any
of these programs, they should watch for announcements on The Thread, in House, or
see Mr. Landry.
GETTING INVOLVED
Councils and Committees
There are a number of interesting opportunities for students to serve on councils and
committees at BSS. Students will gain experience organizing programs and activities
that contribute to the life of the school and school spirit. Students have the opportunity
to sign up for a council or committee in an area of the school for which they have a
passion. Councils and committees meet once a week, usually on Thursdays.
Any student in Grade 7 to 12, who feels comfortable contributing to a group discussion and
likes exploring new ideas, should consider applying to serve on a committee. Councils
and committees are often most effective in serving the community when they include
people from a variety of grades and with a range of experiences.
STUDENT LEADERSHIP
The following is a list of existing Councils and Committees at BSS:
Arts Council, Academic Council, Boarding Council, Chapel Council, Communications
Council, Environmental Council, Events Council, Global Awareness Council, Grad
Committee, Middle School Council, Philanthropic Council, Senior School Council,
Service Leadership Council, Sports Co-ordinators, Wellness Council
Council Roles and Responsibilities
• organize programs for the student body Grades 7 to 12
• promote school spirit
• help plan, promote, and supervise activities
• represent the school in the broader community
• problem-solve issues that solidify the school community
• attend regular meetings and perform specific duties
• keep the student body informed of events and opportunities from their specific
committee
• attend weekly Boarding Council meetings
• serve as a leader and role model to the student body and the entire community
GETTING INVOLVED
Arts Heads
Arts and Club Heads are students in Grade 9 through 12. They take on the leadership
of a specific co-curricular club and hold regular club meetings. They propose clubs
and organize appropriate activities, both for their own club and for the larger school
community. They publicize their club through a display at the Club Fair, announcements
and a club bulletin board. They meet regularly with the Clubs Co-ordinator to promote
arts and clubs at BSS.
Ambassadors
Ambassadors are an authentic student voice and representative of BSS who model and
promote inclusiveness, always. Ambassadors are a positive influence for both current
and prospective families. They offer an introduction to the school through sharing
information about their experience at BSS and the amazing learning facilities.
Grade 9 Mentors
The Grade 9 Mentors, (GNM), are a group of Grade 11 and 12 students whose goal
is to ease the transition of girls from Middle School into Senior School, whether they
are new to BSS or have been here since JK. Grade 9 is a bridge in many ways, and leads
girls into the exciting but sometimes daunting world of high school. GNM are friendly,
helpful students who are ready to lend an ear, give advice, or just take a few of their
“little sisters” in Grade 9 out for lunch in the Ville. GNM also plan social gatherings
such as bowling or movie nights for the Grade 9 students. Interested students should
be empathetic self-starters and genuinely interested in creating a positive experience for
Grade 9 girls. Application will follow the leadership process in the spring.
STUDENT LEADERSHIP
Boarding Student Leadership
Developing leadership potential and providing girls at all levels with a wide variety
of opportunities for leadership is an important aspect of Boarding life at BSS. These
positions provide students with opportunities to make decisions, develop interpersonal
and organizational skills, and encourage self-confidence, responsibility and advocacy.
GETTING INVOLVED
Role of the Boarding Council
The Boarding Council sets the tone and develops the spirit for Boarding during the
year. The Council meets on a regular basis to organize special events and activities,
voice any concerns from their grades, and present new ideas and suggestions for
Boarding. The flowing student leaders make up the Boarding Counil: Head Boarder,
House Heads, Head Mentor, Mentors, Family Dons, Communications Don, Community
Representatives.
DESCRIPTION OF POSITIONS
Head Boarder (Grade 12)
The Head Boarder chairs the weekly meetings of the Boarding Council and guides
her team of student leaders. The Head Boarder has a genuine interest in community
living and understands the needs of boarders as a special group. She has good
communication skills and she is able to connect and communicate with staff and
peers effectively. She believes in and understands the importance of participating in
|activities to create a sense of bonding and belonging within a community. She
ensures that each Boarding Council member takes her turn planning, promoting, and
participating in weekend Boarding activities. The Head Boarder is knowledgeable about
the rules of Boarding and can explain them to others. She serves as a role model within the
Boarding community.
House Heads (Grade 11 or 12)
The House Heads sit on the Boarding Council and attend weekly meetings. They
provide leadership to a group of approximately 40 boarders in a House (St. Hilda or St.
Monica). Each house is comprised of three families led by Family Dons. Each House
Head provides leadership to her Family Dons. The House Head is responsible for
creating, supporting and promoting spirit within Boarding as a whole and within her
House specifically. She has a genuine interest in community living and understands the
needs of Boarders as a special group. She has good communication skills and she is able
to connect and communicate with staff, peers and younger students effectively. She
GETTING INVOLVED
believes in and understands the importance of participating in activities to create a sense
of belonging within a community. Working together, the House Heads plan House
Games as part of each Community Weekend.
Family Dons (Grade 11 or 12)
Family Dons (Lead and Second) sit on the Boarding Council and alternate attending weekly meetings. They serve as academic and social role models for the Boarding
community. They manage and support their family group and assist the Boarding staff
with the running of various programs and initiatives. Family Dons rotate on a “duty”
schedule with the other Family Dons (and alternate between Lead and Second
within their own family). Duties include: assisting Boarding staff in leading announcements
and Grace during dinner; supervising Study; overseeing Family Chore Duty; assisting
with evening attendance, and enforcing in-room times and lights out. Most importantly,
each Family Don is assigned to a multi-grade family group in order to provide leadership,
support, and advice for younger students who are adjusting to community living,
overcoming homesickness, and learning to interact positively with their roommates.
Family Dons are knowledgeable about the rules of Boarding and can explain them to
others.
Communications Don (Gr. 11 or 12)
STUDENT LEADERSHIP
The Communications Don sits on the Boarding Council and provides expertise in
various communication methods in order to support and promote Council initiatives
and activities. She also assists individual council members and staff members in
distributing information to the Boarding community (i.e., news, events, birthdays, etc.)
The Communications Don is responsible for regularly updating the Boarding electronic
announcement board (e-gor).
Head Mentor (Gr. 11 or 12)
The Head Mentor sits on the Boarding Council and attends weekly meetings. She has a
genuine interest in helping girls in Grades 7-9. She understands the special needs of this
age group and is comfortable living in the St. Bridget area of Boarding. She chairs the
GETTING INVOLVED
meetings of the Mentor Council and guides, trains and supports her team of Mentors.
She oversees the mentor duty schedule. The Head Mentor has good communication
skills and she is able to connect and communicate equally well with staff, peers and
younger students. She works closely with staff assigned to the St. Bridget dorm, and
she advocates for younger Boarders when needed. She believes in and understands the
importance of participating in activities to create a sense of belonging within a community. She ensures that each mentor plans, promotes, and leads special activities for St.
Bridget Boarders. The Head Mentor is knowledgeable about the rules of Boarding and
can explain them to others.
Mentors (Gr. 10-12)
Mentors sit on the Boarding Council and alternate attending weekly meetings. They
have a genuine interest in supporting the needs of girls in Grades 7-9. They help
manage the routines of younger boarders and enjoy teaching and guiding others. They
are comfortable living in or near the St. Bridget area of Boarding and perform their
duties according to the mentor duty schedule. Mentors regularly attend Mentor
Council meetings. Mentors enjoy planning, promoting, and leading special activities
for St. Bridget boarders. They accompany younger boarders on trips and occasionally
escort them when running errands on afternoons and weekends. Mentors have good
communication skills and are able to connect and communicate equally well with
staff, peers and younger students. They believe in and understand the importance of
participating in activities to create a sense of belonging within a community. Mentors
are knowledgeable about the rules of Boarding and can explain them to others.
STUDENT LEADERSHIP
Community Representatives (Gr. 7-12)
Community Representatives sit on the Boarding Council and attend weekly
meetings. A Community Representative has three main responsibilities. First, she will
lead her Grade by working to build spirit, plan Grade Night activities, and bond her class.
Second, she will lead her Hall by using good communication and organization skills to
ensure all girls living in her Hall know what’s going on and have a good experience in
Boarding. Third, she will assist with upholding community standards by knowing the
GETTING INVOLVED
rules and routines of Boarding, by being a role model, by participating in the running of
the dorm, and by helping with girls’ interpersonal problems. Additionally, she will alert
staff if she notices any special needs or difficulties a boarder may be having and she will
assist in certain situations where a talking circle may be needed.
Grade 12 Boarders
All Grade 12 boarders are considered to be leaders within their community and role
models for their peers and younger students. They are knowledgeable about the rules
of and routines of Boarding and can explain them to others.
OUTDOOR EDUCATION
Duke of Edinburgh/BSS North
The objective of the Duke of Edinburgh Program is to ‘challenge young people between
the ages of 14 and 25 to reach for their best’. Wide varieties of interests are embraced
and provide for training, achievement, and recognition in physical activities, skills,
outdoor expeditions, and service to the community. The award program is designed to
advance the physical, mental, social, emotional, and spiritual welfare of young people.
STUDENT LEADERSHIP
The Duke of Edinburgh Award Program is recognized internationally with outstanding
significance. When a student places this award on her university application or
includes her certificate and Record Book in her portfolio, it signifies great achievements, a well-rounded holistic education, as well as the qualities of determination,
perseverance, organization and dedication.
Award winners will have their names placed on the Bronze, Silver, and Gold plaques
that hang in the halls of BSS. Bronze and Silver awards are presented in Chapel and
Gold Awards will be recognized at graduation. Silver and Gold award recipients are
also invited to special ceremonies where they are presented with a certificate by the
Lieutenant Governor (Silver) and the H.R.H. The Duke of Edinburgh.
GETTING INVOLVED
BSS NORTH TRIPS 2015-16
Grades 7 & 8
February – Winter with Voyageur Quest
May – Canoe with Voyageur Quest
Grade 9
October – Rock Climbing with Adventureworks
January – Dog Sledding with Chocpaw
April – Cycling with Explore Pelee
May – Canoeing with Voyager Quest
Grade 10
January – Dog Sledding with Chocpaw
Grade 11 & 12
November – Mew Lake Hiking BSS
January – Dogsledding with Chocpaw
PUBLICATIONS
STUDENT LEADERSHIP
Prism
Prism is the school yearbook. It is a memento of school life and a complete record of the
entire year at BSS. Prism is the most enduring souvenir of school life and being a part of
it is extremely rewarding. While the development of Prism is part of an academic course,
there is still an opportunity for students to be involved in the co-curricular aspects of
Prism. Prism Photography and Film club will be responsible for the Prism Committee
tracking down people and information, attending school events with a camera in hand,
securing advertising opportunities, writing descriptions of important events, organizing
photos and building layouts.
GETTING INVOLVED
Spectrum
The student newspaper reflects the interests of all Senior School students and staff in a
forum for event coverage, opinion writing, feature articles and general interest writing.
Students have a voice and an opportunity to speak out, and anyone in Grade 7 to 12,
is welcome. Meetings are weekly and teamwork is the Spectrum style. Spectrum’s goal
each year is to maintain its record of excellence by expanding membership, publishing
regularly, writing topical articles, and encouraging BSS students to participate actively
in the school.
OTHER OPPORTUNITIES
Moral Courage
The Moral Courage Project is a Senior School student initiative, which provides a
unique opportunity to connect with and build on the work of Irshad Manji. With
the support of peers and faculty, students will initiate timely, relevant, and difficult
conversations that desperately need to happen and that may not be easy to know how
to begin. Students will learn how to ask the questions that need to be asked without
the fear of voicing their own opinion. Students will determine the topic(s) of your
conversations, and there will be exciting opportunities throughout the year to take
learning to their communities.
STUDENT LEADERSHIP
Peer Tutors
Peer tutors are friendly, supportive, energetic students interested in providing subject
and/or organizational support for students in Grades 7 to 12. Peer tutors are scheduled
in the Learning Resource Centre (LRC) once or twice a week either before school, after
school or at lunch and occasionally in spares. If students have a subject(s) that they feel
they would like to share their expertise in and work with others to assist in their learning
this is the position for them. Together with the LRC staff students will learn tutoring
skills and assist in running sessions and workshops for other students.
GETTING INVOLVED
STUDENT LEADERSHIP
Roles and Responsibilities (available to current Grade 9, 10 or 11 students)
• Honour your weekly LRC timeslot
• Work with students on daily homework, assignments and related course concerns
• Assist younger students with organizational strategies
• Attend meetings with LRC staff
• Develop weekly study tips with peer tutor team
• Contribute to LRC school life
GETTING INVOLVED
ServiceLeadership@BSS
It feels good to do something for someone else while learning about
yourself and your greater community. Service Leadership offers students the
opportunity to give of their time and their resources to make a difference in
the community.
There are opportunities to make a commitment to both short and long-term projects.
Students are encouraged to reach out and offer a hand and then learn from their own
experiences and reflect on them. Take control of volunteer time, lead by example and
grow as a person.
Who?
Grades 7 and 8 are encouraged to volunteer and Grades 9 to 12 are required to
complete the Ministry of Ontario mandate of 40 volunteer hours during their four years
of high school. Each student is required to complete a minimum of 10 hours per year
until the 40 hour requirement has been met. Students may start accumulating hours
after their June Grade 8 graduation. Students are responsible to organize service learning
hours. The Service Leadership Council is a great resource to help students find their
own pathway to volunteerism.
SERVICE LEADERSHIP
Students are encouraged to continue their community engagement well beyond the
Ministry requirement and are recognized annually through a variety of awards.
In addition to year-end awards, there are three levels of recognition:
Bronze pin: 60 hours
Silver pin: 100 hours Gold pin: 250 hours
GETTING INVOLVED
What?
Volunteer hours may be completed through BSS organized events, in the broader
Toronto community and abroad. Volunteer work may include:
• signing up for a Go and Serve (GAS) Day.
• being an advocate for a cause such as homelessness.
• working with one person by teaching, training or mentoring.
• working with a group on behalf of an organization or agency fundraising for
numerous charities.
How?
• c heck out Service Leadership information on the G+ Community regularly, listen to
announcements in House and Chapel and visit the Service Leadership bulletin board
for an updated calendar of events.
• speak with the Service Leadership Council Head or members of the Service Leadership
Council, the Prefects or Ms. Fleming, the Director of Service Learning.
SERVICE LEADERSHIP
Please note that it may take up to one week for Service Learning hours to be processed
after they are submitted to the Senior School Front Office. Please take this into account
when you are submitting hours for specific deadlines.
GETTING INVOLVED
CommunityVoices@BSS
Under development during the 2015-16 school year, this area of the co-curricular
program will provide students with the opportunity to find their voice in social action:
exploring areas of passion and making a difference in the local and global communities.
COMMUNITY VOICES
The opportunities under development are:
• working to make a difference in the civic life of our communities;
• making a difference by investigating laws, policies and perceived injustices, (locally
and globally);
• being a morally and civically responsible person by recognizes themselves as part of
a group;
• changing laws and policies, politics, governments, social justice;
• girls involved in looking at local issues and public policy;
• engaging in municipal outreach projects;
• bringing community into the school.

Middle/Senior School - The Thread.

Transcription

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